The field based experiential learning design used for the Service Learning Intensives (SLI’s) provides students with a real world setting in which to link conflict theory to resolution practice. Students engage with grassroots organizations in conflict assessment, resolution process designs, trainings, and project implementation. All activities and projects come from community members’ requests as well as from local partner organizations’ needs assessment and ongoing project work.
The model gathers the threads of critical thinking, multi-level learning, re-situated experience, and shifting power relations into a framework or pattern that can facilitate students’ engagement with others both creatively and ethically.
Critical thinking involves reasoning processes that identify assumptions, raise questions, clarify issues, and develop affective attitudes such as humility, courage, and confidence. Increased critical thinking and personal growth for students comes as they begin to see the world a bit more through the eyes of local community members.
Critical thinking begins the process of multi-level learning. Knowledge and understanding develop through perceptions and interactions within whatever context the individual finds themselves. Levels range from ignoring changes or anomalies in the environment; consolidating ideas or behaviors, but carrying on in the same way; modifying underlying norms, policies, or objectives, a reframing or transforming, and deepening learning through ‘collective mindfulness’ that produces new strategies for understanding.
The School for Conflict Analysis and Resolution’s SLI model facilitates thinking about how to practice in an ethical manner while working with service, student, and faculty partners in the field.