Abstract:
The value of interactive reflective activities in the development of a universal orientation among service-learning students is explored. Psychology students participated in a service-learning module that incorporated various reflective activities. The hypothesis that exposure to reflective activities would result in change with regard to students' universal orientation, was confirmed. The most significant changes were seen in students who were involved in interactive reflective activities. These results support the value of dialogue and group interaction in students' development toward a universal orientation to life. Interactive reflection (embedded in the philosophy of human mediated constructivist learning and connected knowing) models the idea of interdependence and maximises students' perspectives of "we-ness".
