C. S. Lewis argues that Christians become more like Christ by practicing to be something they are not: “Pretense leads up to the real thing . . . very often the only way to get a quality in reality is to start behaving as if you had it already” (Lewis, 1952, p. 160). Likewise, educators indicate that when students practice and apply their learning “true understanding is demonstrated” (Tomlinson & McTighe, 2006, p. 67). Even Jesus, the Master Teacher, modeled experiential integration in training His disciples (Matthew 10:1-15; Luke 9:1-6; Mark 6:7-13). Doing impacts being—what we do and experience shapes what we think and who we become. Engaging students in authentic experiences helps bridge the gap between academics and the real world. Service learning offers experiences in education where learning occurs through action and reflection as students work to alleviate community problems (Eyler & Giles, as cited in Brescia, Mullins, & Miller, 2009). Different than extracurricular service projects, service learning in the academic context includes relevant service activities that are connected to course and academic material through critical thinking and reflective activities (Roberts, 2008). This study analyzed methods for faith and learning integration through classroom service learning projects and short-term missions activities that were directly related to the academic courses and professions.
Roso, Calvin G.
"Doing Impacting Being: A Case Study of Service Learning as a Method of Faith and Learning Integration,"
International Christian Community of Teacher Educators Journal: Vol. 8
, Article 6.
Available at: http://digitalcommons.georgefox.edu/icctej/vol8/iss2/6