| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 102 === This paper researches the progress of four e-generation youths started social services by way of the practices from courses. Learning by implementing community services and getting involved in community service with concerns, then they even developed further autonomous programs afterwards. This project research aims to the five subjects below: 1. What are the motivations and value e-generation youth participate in service learning? 2. How does e-generation youth organize and run a team? 3. How’s the leadership style e-generation youth participating in service learning? 4. What should e-generation youth do while facing clashes the in the progress of running a team? 5. What does the experience of service learning help the e-generation youth in obtaining employment?
In this research, narrative qualitative research method was used to record the four participants’ depth interviews. According and extension to Dewey’s(1938b) point of view about experiential education, explore space with three commonplaces of narrative inquiry: analyze temporality, human and sociality, and place. Take human and sociality analysis to explore the four participants, for understanding their inner emotional cognition and outer perception of the social environment. Exploring the story of how they pursued of value recognition process while leading the team, gradually towards to a higher level of cognitive development via temporality analysis.
This is the conclusion for this research: After encountered obstacles and trials, the youths gained more courage and ambition on devoting providing services. With their enthusiasm and ideals, they started at the beginning from providing digital teaching and digital community industry marketing services to the elementary and junior high schools in the neighborhoods. Furthermore, they visited refugee camps in Thai-Myanmar border for providing digital teaching services to the victims. Even graduated from college, they keep their ideals and faith on pursuing social equity and justice by continuously charity welfare. Fulfill duties to the world as global citizens.
The experience of the four participants is a fine standard. From participating in service learning to contributing to the society autonomously, this is exactly the criterion experience for students to emulate. And it’s also the destination for service learning workers to carry on.
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