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Transforming Education Through Service-Learning Michael L. Slavkin. University of Southern Indiana Abstract Background: Service-learning is a pedagogical practice which requires students to learn through engaged service-based community activities. Service-learning requires students become active members in their community. Through this practice student influence their communities, putting their knowledge to use. As a method of instruction, service-learning emphasizes both the service and the learning goals in such a way that both occur and are enriched by each other. This approach helps students realize the importance of learning and the meaning behind curricular choices. Focus of discussion: The current paper discusses the power of service-learning as a transformative educational practice. Many believe that service-learning empowers students to do their best work. Students can affect their communities in unimaginable ways. Through the integration of quality service-learning practices, teachers and students realize the importance of being active citizens. Comments: Students make significant impacts on their communities by participating in service-learning programs. Such programs transform curriculum, realigning learning with experience and empowerment. Yet, such programs are not merely community service; the practice connects the classrooms and curriculum to community needs. Conclusion: From the experience of the author as a practicing service-learning professional and facilitator, information is provided which can assist teachers at all levels of education to initiate service-learning as a pedagogical practice. In this way teachers can become stronger facilitators of students’ learning and stewardship. Keywords: service-learning, civic engagement, pedagogy 通過學習服務去轉化教育 背景學習服務是一種實踐教學方法，要求學生通過參與服務社區活動去學習，學習服務要求學生成為社區的活躍成員，通過這實踐，學生影響他們的社區, 學為使用他們的知識。作為一種實踐教學方法, 學習服務強調服務和學習的目標，讓兩者共存和彼此增潤。這種方法幫助學生體會學習的重要性和課程抉擇之背後原因。 討論焦點：本文談論學習服務作為轉化教育實踐的力量，許多人相信, 學習服務會幫助學生達成他們最佳