Critical Reflection #1

Isabella Rey
Sep 4, 2018 · 3 min read

I took a Service-learning class last year and I remember having a hard time understanding what the difference between volunteering and Service-learning. However, now that I have finished the class, I can say that I have a good understanding of the difference. Service-learning is taking what is talked in class and applying into the community one is serving at. In “Service-Learning: A Movement’s Pioneer,” it explains service-learning and the outcomes that will follow. “Our students could see the long range consequences of their work (130),” this quote was given by a student who did service in a community using the service-learning model. I believe with helping out through service and applying the need of wanting to help people and guiding them in any way possible is the reason why good consequences of their service can be seen. Volunteering is normally done because one is told to do it and the consequence that comes along is for the person doing the work, not for the community. Service- learning is for the community, not for the people who are doing the work. These people were serving with good intentions behind their actions. However, even with the best intentions, service in certain communities may not be beneficial. In the article, “To Hell with Good Intentions,” the author does a brilliant job of explaining why not all service is beneficial.

As stated above, I took a service-learning class before, so now I have a greater understanding of my role and position. I used to think that I did not have a major role, which is actually the opposite. I have a role in this Dominican, San Rafael, service-learning community. I make a difference with every action I do, it may be a small effect, but there is a change because of me. In Illich’s, “To Hell with Good Intentions,” it elaborates on the idea that many people think they are being beneficial to a community when they do volunteer trips. The article’s theme of volunteers being selfish and doing the work just to benefit themselves, “ It is incredibly unfair for you to impose yourselves on a village where you are so linguistically deaf and dumb that you don’t even understand.” This passage was very eye opening to me when I first read this article. It never occurred to me that when people go on volunteer trips that those people are doing wrong and not helping the community. After reading this article, I know that my role in the community that I am going to do service in is to help the people, not my ego. I need to remember that I want to serve people so they can be the best versions of themselves, not so I can tell myself and my peers that I am being a better version of myself.

Among the four learning outcomes, I think the one I am most curious into looking into is the fourth one, critically reflect on root causes and systemic social issues. I chose this outcome because I believe if one can understand the true cause and origin of a problem, then finding a solution or understanding the matter holistically will be easier. If a person can see the background of a person, where they grew up or what culture they relate to, it will be easier for a person to relate and sympathize with each other. The same this with societal issues, the community needs to understand the root causes, in order to get a better understanding of these problems began. Understanding the origin of something or someone will allow outside viewers a deeper awareness.

F18 Community Action & Social Change: Theory and Practice

This is the Medium page for the Fall 2018 Community Action and Social Change: Theory and Practice course. CASC: Theory and Practice is a core course for Dominican University of California Minor in Community Action and Social Change.

Isabella Rey

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F18 Community Action & Social Change: Theory and Practice

This is the Medium page for the Fall 2018 Community Action and Social Change: Theory and Practice course. CASC: Theory and Practice is a core course for Dominican University of California Minor in Community Action and Social Change.

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