A proper academic education, also referred to as school, has always been viewed in somewhat mythical terms. It is often spoken of as the key that will unlock the ultimate treasure chest, promising a successful career and a fulfilling life. We regard school as having the power not only to give us a leg up in the world, but also to transform us into conscientious and active citizens of the world. We tout schooling as the solution to economic inequality, poverty, intolerance, and ignorance. There is no doubt that school can make a significant difference in all of these areas, but while we appreciate the advantages of conventional schooling, we must also ensure that we do not overlook other equally rich opportunities to learn and grow.
Henry Jenkins explores one such example in his article “The Needed Skills in the New Media Culture.” Jenkins discusses the educational potential of participatory culture, which is defined as one “with relatively low barriers to artistic expression and civic engagement,” “with strong support for creating and sharing one’s creations,” “with informal mentorship,” “where members believe their contributions matter,” and “where some members feel some degree of social connection with one another.” Participatory culture, as defined by Jenkins, is grounded in the creation of media by Internet users. Compared to a conventional education, the learning opportunities provided by participatory culture allow for greater personal creativity and flexibility and adapt to meet new needs and interests. By providing opportunities for individuals to collaborate, problem solve, express themselves, form affiliations, and offer feedback and critique, participatory culture prepares individuals to become engaged, mindful, and empowered members of society.
Service-learning programs, which combine structured education about social justice issues with relevant community service experience, also represent a type of “extracurricular” activity that fosters valuable learning opportunities. Similar to participatory culture, service is, for the most part, highly accessible to all individuals, regardless of age, race, gender, or socioeconomic status. The only qualification for engaging in service is willingness. Moreover, service fosters connections between individuals of different backgrounds, and individuals who engage in service often derive a sense of purpose or meaning from their work. Although service sometimes has a poor public image, for example, when viewed as picking up trash on the highway, it offers infinite and valuable opportunities if we are willing to give it a chance. Through service, individuals can self reflect, challenge themselves, grow in their abilities, learn about complex societal issues, work with diverse populations, and develop a better understanding of their place in the world.
While tutoring refugees trying to get their GED’s or converting an abandoned parking lot into a community garden may not fit the orthodox definition of education, there is no doubt in my mind that service is just as powerful as traditional schooling. It’s time that we move beyond our conceptions of service as soup kitchens and homeless shelters, as an act of helping those who are needier than us. The harsh truth is that we are the needy ones. In a time where it seems like the population is more traumatized and fractured than ever, where mass killings and senseless violence dominate the news, we need to be open to the countless benefits that service provides. Service is not easy; in fact, it is often challenging, frustrating, and physically and mentally taxing. But service brings people together in an environment that is ripe for self growth and mutual learning, and such an environment is exactly what we need to create a better and more just world for all.
Henry Jenkins explores one such example in his article “The Needed Skills in the New Media Culture.” Jenkins discusses the educational potential of participatory culture, which is defined as one “with relatively low barriers to artistic expression and civic engagement,” “with strong support for creating and sharing one’s creations,” “with informal mentorship,” “where members believe their contributions matter,” and “where some members feel some degree of social connection with one another.” Participatory culture, as defined by Jenkins, is grounded in the creation of media by Internet users. Compared to a conventional education, the learning opportunities provided by participatory culture allow for greater personal creativity and flexibility and adapt to meet new needs and interests. By providing opportunities for individuals to collaborate, problem solve, express themselves, form affiliations, and offer feedback and critique, participatory culture prepares individuals to become engaged, mindful, and empowered members of society.
Service-learning programs, which combine structured education about social justice issues with relevant community service experience, also represent a type of “extracurricular” activity that fosters valuable learning opportunities. Similar to participatory culture, service is, for the most part, highly accessible to all individuals, regardless of age, race, gender, or socioeconomic status. The only qualification for engaging in service is willingness. Moreover, service fosters connections between individuals of different backgrounds, and individuals who engage in service often derive a sense of purpose or meaning from their work. Although service sometimes has a poor public image, for example, when viewed as picking up trash on the highway, it offers infinite and valuable opportunities if we are willing to give it a chance. Through service, individuals can self reflect, challenge themselves, grow in their abilities, learn about complex societal issues, work with diverse populations, and develop a better understanding of their place in the world.
While tutoring refugees trying to get their GED’s or converting an abandoned parking lot into a community garden may not fit the orthodox definition of education, there is no doubt in my mind that service is just as powerful as traditional schooling. It’s time that we move beyond our conceptions of service as soup kitchens and homeless shelters, as an act of helping those who are needier than us. The harsh truth is that we are the needy ones. In a time where it seems like the population is more traumatized and fractured than ever, where mass killings and senseless violence dominate the news, we need to be open to the countless benefits that service provides. Service is not easy; in fact, it is often challenging, frustrating, and physically and mentally taxing. But service brings people together in an environment that is ripe for self growth and mutual learning, and such an environment is exactly what we need to create a better and more just world for all.