Posts Tagged:

Position Paper

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    [post_date] => 2018-03-14 08:47:23
    [post_date_gmt] => 2018-03-14 14:47:23
    [post_content] => [caption id="attachment_152709" align="alignnone" width="974"] Photo by Aaron Slosberg, Indonesia Gap Year Program.[/caption]

Many study abroad programs provide a day-by-day (sometimes hour-by-hour) trip schedule used year after year. At Dragons, we keep our programs flexible and dynamic: each itinerary is uniquely designed and implemented by the instructors who lead the program. We believe some of the best experiences can come in the unscripted, serendipitous, and candid moments of surprise. It's a novel approach to travel and best explained by our participants. So here's how our past students define Dragons "flexible" itinerary concept:

“Unlike American life regulated by precise and punctual schedules, life abroad is hectic and ever-changing, which is the beauty of it. Pre-program, I was concerned that the larger and central aspects of the trip may be changed, but this isn’t at all what they meant by flexible itinerary.  Flexible itinerary refers to smaller, more logistical changes. You’ll still get to the end destination, just perhaps by a different route. The itinerary will never be changed in a way that detracts from your experience, but will instead always improve it for you or the group as a whole, whether it is balancing out the hiking days to make it more manageable or taking a quick side-trip to the hot springs to refuel as a group.” - Will LeVan, Peru Summer Student Travel Program [caption id="attachment_152708" align="alignright" width="452"] Photo by Stefanie Daehler, Custom School Program in India.[/caption] “The flexibility allowed my group to turn hikes into classes about religion. It allowed for us to get lost, which then turned into lessons on how not to get lost. We were given the freedom to explore like a traveler, not like a tourist.” - Alyssa Hilb, Silk Road China Summer Student Travel Program “To travel with a flexible itinerary is to travel with an open mind and receptivity to the realities of travel. During my program in Morocco, there were numerous occasions in which sickness, navigational difficulties, or side trips caused unforeseen delays in our daily plan. While ordinarily, this would be a huge logistical and emotional headache, the ease with which my instructors took it in stride and adjusted our plans made all the difference. The benefit of a dynamic itinerary is bypassing the regimented, anxious parts of travel, to embrace the wild, unplanned fun that exploration can be.” - Brett Cohen, Morocco Summer Student Travel Program [caption id="attachment_152710" align="alignleft" width="364"] Photo by Ngun Siang Kim, Myanmar Summer Program.[/caption] “Ultimately, embracing the possibility of candid experiences—those that lead you into the waters of coursing Himalayan rivers and into the corridors of 500-year old monasteries, as mine did during my programs—are what have been most influential in shaping me into the confident, prepared and wise traveler I am today.” - Olivia Sotirchos, North India Summer Study Abroad Program “The most important part of embracing the flexible itinerary was recognizing that our safety was a priority over strict travel and time constraints, and the comfort of knowing we could adjust the plan to fit our needs.” - Silvana Montagu, Eastern Himalayas Summer Student Travel Program “I wasn’t sure what “flexible itinerary” meant at the beginning, but by the end of the trip I grew to appreciate the spontaneity it brought. Our itinerary stayed mostly true to the original outline, but changed in small, beneficiary, ways. For example, we had been staying in a very rural town, Cotzal, where we were doing service projects. We decided to leave a day early, and instead spend the last day at a beautiful waterfall with the homestay families, eating lunch together and swimming. It’s important to let yourself be surprised.”  - Maggie Needham, Guatemala Summer Student Travel Program “The best part about being able to mix up the schedule is that you have the ability to invest your time in areas you are most passionate about. For example, during my trip to China we stumbled upon a shamanism festival with rich colors and new experiences. On the spot, our group decided that spending more time at the festival would be the best for our educational and cultural journey. The best days are those that aren’t 100 percent scripted.” - Liana Flecker, Silk Road China Summer Student Travel Program [caption id="attachment_152711" align="alignright" width="423"] Photo by Nils Skattum, Nepal Semester Program.[/caption] “I’m normally a very planned out person, and was a bit anxious about the flexible itinerary. When I got to Indonesia, I soon realized their concept of Jam Karet there—essentially meaning, "rubber time." People we were supposed to meet, and transportation we were planning to take, often ran late and sometimes never even showed up. This at first drove me crazy, but throughout my semester I learned to “santai saja” (or “just relax”) and just accept the situations for how they were, and everything always worked out. Dragons trips are highly immersive and intensive, and can be exhausting. Being flexible allows the group and its members to get what they really need—whether that’s time to rest, or time to engage and participate longer than the planned amount of time.” - Crissy McCarthy, Indonesia Gap Year Semester Abroad Program “To put the experience into a specific set of bullet points would seriously harm the whole meaning of this voyage in the first place. The world is open to so many possibilities waiting around the corner.”- Will Jamieson, Guatemala Summer Student Travel Program [post_title] => Q&A: What's a "flexible" itinerary? [post_excerpt] => Many study abroad programs provide a day-by-day (sometimes hour-by-hour) trip schedule used year after year. At Dragons, we keep our programs flexible and dynamic: each itinerary is uniquely designed and implemented by the instructors who lead the program. We believe some of the best experiences can come in the unscripted, serendipitous, and candid moments of surprise. It's a novel approach to travel and best explained by our participants. So here's how our past students define Dragons "flexible" itinerary concept... 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    [post_date] => 2018-02-07 11:23:04
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    [post_content] => 
"...what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives..."
I recently had the pleasure of eavesdropping on a conversation between two of my students huddled together in a sweet, sweaty puddle in the back of a bouncing taxi in Delhi. I overheard both of them express honest relief in how nice it was to take a break from their phones; how free they felt from not having to worry about maintaining their Instagram feed; and about how they could see, feel, hear, and smell things in a way that was new to them. I was struck by their uncomplicated reflections. The demands of today’s adolescent world transecting the era of social media seems so messy, so thorny, so impossibly hard to navigate. I’m left to assume how challenging it must be to keep up with unrelenting social ultimatums at school and online, and I’m also left wondering how readily it can be cast off by removing a device. Is it really the simple arithmetic my students just proposed? Removing the phone removes the drama? Researchers and experts tell us plenty on the negatives associated with being glued to our devices: more screen time means more disturbed sleep; too much time on our phones yields reduced memory and recall; even having a cell phone around makes us less present (guilty). Some tech critics even go as far as to say that our technology and reliance thereof has made entire generations dumber. In addition to the experts, we’re ironically bombarded daily with articles written by well-intentioned non-experts (hi!) cautioning us against the negatives of screen time. Perhaps more absurd are the apps we rely on to send us a reminder to stop relying on apps that send us reminders (#meta). Our screens are onions, it seems: complicated, improbable intersecting layers of social hierarchy, neuroscience, game theory, engagement, and the arbitrary assignment and arrangement of hearts and upward-pointing thumbs. When we engage with others through a screen, we aren’t necessarily being antisocial, though. Nor is it correct to readily discount the depth of screen-to-screen connections, as evidenced by the millions who find the sacrament of holy matrimony on an online dating platform. Indeed, a screen in and of itself is harmless. But, when we replace a palpable experience, a laugh, a knowing glance, or even a glimpse out our windows for a glance at our phone, we cheat ourselves from the power and magic of being where we are now. It leads one to wonder if devices are the problem, or perhaps a symptom of something grander that’s merely triggered by screens. As a humble non-expert, I wonder if it’s a fear of unscheduling- consciously keeping precious, vacuous, spacious time that remains terrifyingly unoccupied in the midst of a busy week- that consumes us. On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new place. We join in on local gamelan practice with village seniors in Kedungmiri, watching hands move deftly over instruments we’ve never seen before. We are witness to the ensemble of car horns, singing bells, and cows in the streets of Bhaktapur, ears mesmerized by implausible harmony. We live and work with families in the Andean highlands, pleasantly surprised we are capable of working so hard even the tendons of our fingers are weary. We stare in awe as the sun breaks over a remote area of the Great Wall, delighting in the deliciousness of the moment. Snapping and quickly posting photos of any of these things would surely yield some likes, but we’d also be abruptly jerked from the “right here” of the human realm to the “over there” of the digital realm, where those little hearts and upward-facing thumbs validate (or not) what we saw, what we did, how we felt, and what it meant. Instead, we deliberately keep open space in our itineraries and invite magic into unscheduled hours. While on course, instructors commonly use the phrase “get comfortable being uncomfortable.” In the moment, this might mean braving a multi-hour bumpy bus ride over a high pass on the generously unpaved highways around Leh. Or trying cuy (guinea pig) for the first time. It might mean prodding your obstinate camel forward in the midday heat of the dunes of Wadi Rum. Or practicing giving one of your peers-turned-friends feedback. Or it might mean leaving home behind, sitting with your experiences, and processing their meaning and value and worth before sharing them. It might mean not knowing what your friends are doing or what feels like blindly trusting that your experience, your time, and your days away are valid in and of themselves. It might mean sitting on a bus with empty, idle hands with only the grandmother to your left and the swaddled infant to your right. It might even mean missing your phone or your social media accounts. Admittedly, a Dragons course can make it easy to leave things behind. We don’t allow phones on our courses, and without the choice to even have a device, it’s decidedly simple to see what’s in front of us. Dragons programming inherently augments human interactions and diminishes digital connection. It’s when our courses end, when we are reunited with the things we left behind during our course, that we forget the sentiment of comfort amongst discomfort. We become quickly unaccustomed to embracing those rich hollow moments, favoring ease, automation, and habits we were sure we’d shirk when we returned home (using our phones before bed, idly scrolling our thumbs through miles of square photo worlds, diddling into the depths of YouTube, and so on). We fall back into a routine of filling the emptiness with something, anything. We fill our schedules, fill our brains, fill our thumbs until we’re a bit numb. But, what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives, as we do while on a Dragons course? What if we intentionally left vacant moments in our days? What if we paused to hear our own street’s symphonies, mirroring those that seem so tantalizing to our ears in Nepal? What if we took a break from our homework and wandered down a street we’d never been as we have done with our homestay siblings before dinner? What if we stepped outside our bedrooms to marvel at the night sky as we did on trek in the Andes? I propose we get uncomfortable. Let’s challenge ourselves to unschedule, to rest our thumbs, to lean into idle, and leave sacred vacancy to be filled with uncharted magic. Let’s dig into what seems familiar and unearth the unfamiliar. Let’s see our neighborhoods with undistracted eyes, romanticize the details of our everyday, and marvel in the smells and textures that adorn our routine. And once we’ve had those moments and savored comfortable discomfort, let’s keep connecting. Let’s keep talking and sharing and inspiring the remarkable in the unremarkable.

Essay by Sara Russell, Dragons Partnership Programs Curriculum Coordinator

  We want to hear more about your sacred offline moments and be inspired by our community that seeks the uncomfortable. Tell us, show us, connect us to your moments of disconnecting by hashtagging your stories and images with #dragonsunplugged (we’ll be watching and ready to re-share!) [post_title] => Full Moments with Free Hands: Finding the Value in #UnpluggedTravel [post_excerpt] => On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new place. We ask: What if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives... [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => full-moments-free-hands-finding-value-unpluggedtravel [to_ping] => [pinged] => [post_modified] => 2018-03-07 08:11:28 [post_modified_gmt] => 2018-03-07 15:11:28 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.wheretherebedragons.com/news/ [menu_order] => 0 [post_type] => post [post_mime_type] => [comment_count] => 0 [filter] => raw [categories] => Array ( [0] => WP_Term Object ( [term_id] => 697 [name] => Dragons Travel Guide [slug] => dragons-travel-guide [term_group] => 0 [term_taxonomy_id] => 697 [taxonomy] => category [description] => [parent] => 0 [count] => 18 [filter] => raw [term_order] => 1 [cat_ID] => 697 [category_count] => 18 [category_description] => [cat_name] => Dragons Travel Guide [category_nicename] => dragons-travel-guide [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/dragons-travel-guide/ ) [1] => WP_Term Object ( [term_id] => 700 [name] => For Parents [slug] => for_parents [term_group] => 0 [term_taxonomy_id] => 700 [taxonomy] => category [description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [parent] => 0 [count] => 28 [filter] => raw [term_order] => 3 [cat_ID] => 700 [category_count] => 28 [category_description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [cat_name] => For Parents [category_nicename] => for_parents [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/for_parents/ ) [2] => WP_Term Object ( [term_id] => 641 [name] => About Dragons [slug] => about_dragons [term_group] => 0 [term_taxonomy_id] => 641 [taxonomy] => category [description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [parent] => 0 [count] => 22 [filter] => raw [term_order] => 7 [cat_ID] => 641 [category_count] => 22 [category_description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [cat_name] => About Dragons [category_nicename] => about_dragons [category_parent] => 0 ) ) [category_links] => Dragons Travel Guide, For Parents ... )
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    [post_date] => 2017-07-17 14:13:18
    [post_date_gmt] => 2017-07-17 20:13:18
    [post_content] => [caption id="attachment_151452" align="alignnone" width="4592"] Photo by Christina Rivera Cogswell, Princeton Bridge Year, Ladakh India.[/caption]

HERE ARE THE MOST COMMON REASONS WHY STUDENTS CONSIDER TAKING A GAP YEAR:

  • To get hands-on life experience
  • In search of relief from the pressures of high school
  • To find out more about themselves
  • To gain language fluency via cultural immersion
  • To clarify personal interests and possibly hone in on a course of studies or career path to pursue
  • To gain exposure to different worldviews
  • To practice professional and personal development skills through experience
  • To slow down and find time for personal reflection
  • To adventure in the mountains, open spaces, and wilderness
  • To learn about service and/or apprentice with a problem in the world of personal importance
  • To build meaningful (and offline) friendship and relationships
  • To try something new, daring, and challenging

HERE ARE MORE REASONS, BASED ON THE LATEST RESEARCH, WHY YOU SHOULD CONSIDER TAKING THE LEAP WITH A GAP YEAR OR SEMESTER ABROAD EXPERIENCE…

Research shows that students who take a Gap Year graduate with higher GPAs than their peers and are more satisfied with their careers. This advantage held when controlling for socioeconomic background or academic performance in high school. Clagett, 2011.

  • 98% of colleges and universities accept deferrals for planned Gap Years. In fact, Harvard, Princeton, University of North Carolina, Colorado College (to name a few) encourage it because students enter more focused, mature, and passionate.
  • A majority of students now take five or more years to complete their college educations, while a majority of Gap Year students graduate in four years. If you think a Gap Year is expensive, try six years of college tuition.
  • Gap Years are serious endeavors and, in our experience, it’s often the most ambitious, curious, and motivated students that are called to them. A high quality Gap Year program is holistic and experiential; students learn about place and global issues, but more significantly they gain clarity on who they are, what they believe in, and what they’re capable of achieving.
  • More than 90% of students who do a structured Gap Year program enroll in university within one year of their time-off. When researchers tried to identify what major factors distinguished facilitated programs from unstructured time-off, they discovered that a significant homestay experience in another culture and excellent mentorship were two factors critical to making the Gap Year a transformative experience.
  • Many more interesting Gap Year facts can be found at: WWW.GAPYEARASSOCIATION.ORG/DATA-BENEFITS.PHP

WHERE CAN I FIND MORE INFORMATION?

The best way to learn more about Gap Year programs is to connect with other students who’ve done them. If you’d like to speak to any of our alumni personally, please give us a call and we’ll put you in touch with some! In the meantime, here are a few student quotes from past Dragons Gap Year students.

“My semester with Dragons in Indonesia ignited a passion for environmental and social justice causing me to choose my specific majors and minors at school. It gave me so much direction for who I want to be. Even three years later, I think about my homestays, instructors, and friends from the trip all the time. ”

–CRISSY McCARTHY, INDONESIA SEMESTER

“The Ladakhi guides, the Buddhist monks and nuns, my language teacher, my host family —all these friendships opened my eyes to how diverse the world can be and how many lifestyles one might find to suit them.”

–CHARLIE SANTOS, INDIA SEMESTER

“ I am leaving with a foundation on how to travel, learn, expand my worldview , and connect with people on a deeper level.”

–GRACE POWELL, SOUTH AMERICA SEMESTER

“This will be the most profound experience of your life. It will be educational, exciting, beautiful, challenging, deep , and raw. The hardest moments will teach you just as much as, if not more than, the magical ones.”

–CLAIRE LINDSAY, AFRICA SEMESTER

“My biggest goal was to leave the trip more present, curious, and inspired. I came alive on this trip. I am excited to continue to push myself when I return home.”

–EL WILLIAMS, SOUTH AMERICA SEMESTER

HOW TO TAKE A GAP YEAR:

1. CONSIDER APPLYING TO COLLEGE FIRST. Most students prepare for college admissions as usual. When admitted, they then request a deferral, which 98% of colleges will grant if presented with legitimate Gap Year plans.

2. PLAN AHEAD WITH CLEAR GOALS. What do you want to learn? How do you want to be challenged? Spend some time sorting out your motivations as the more you invest in a vision for your Gap Year, the more confident you (and your family) will feel in your plans. Plus, the stage of dreaming and anticipation is fun!

3. GO ALONE OR GO WITH A GROUP? Do both. Educational consultants recommend that students start with something more structured in the Fall followed by a more independent experience.. For example, Michael Gellman spent the fall on Dragons Central America Semester. As a Dragons student, Michael learned to construct composting toilets while working with a Guatemala-based community organization. He stayed in Central America after his three-month Dragons program—where he spent four months applying his new skills to other community projects.

4. PREPARE TO MAKE THE INVESTMENT. A Gap Year can be a significant investment, but is well worth the cost. Investing in a Gap Year allows students to start college with greater focus and a stronger idea of what they want to achieve. This can help them connect their studies to potential career paths. Think of this year between high school and college as a bridge, not a gap.

5. DO YOUR RESEARCH. Compare and assess Gap Year programs based on safety, access to meaningful experiences, and the quality of mentorship. Ensure that your experience is with others who share your values and who are committed to the well-being of participants, but also to the well-being of local communities. You can visit Dragons Blog for a full list of questions that we recommend students ask when researching different Gap Year programs.


Here’s a PDF version of Dragons Position Paper on Why Take a Gap Year? that’s printer-friendly if needed.
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    [post_date] => 2017-07-14 14:14:16
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HOW DOES DRAGONS ENCOURAGE A STUDENT'S DESIRE TO DO GOOD IN THE WORLD, WHILE AT THE SAME TIME ENSURING THAT THESE EXPERIENCES ACTUALLY BENEFIT COMMUNITIES ABROAD?

Dragons believes that we need to shift the way we think of volunteer travel. Instead of focusing on “service work”—on the idea that short-term volunteers can contribute to communities abroad—we advocate a paradigm shift: we choose, instead, to focus on “learning service.”

Learning Service is a holistic experience that combines an intimate and authentic engagement with the local community, the study of effective development, and the contribution to an established community-driven project. It is the process of living, working alongside, and humbly absorbing the culture of those being served while coordinating closely with project managers to understand the trajectory of the project, from inception to completion and beyond. It is an acknowledgment that often it is the volunteer who stands to gain as much or more from the work. And it is a commitment to making contributions that create positive impacts in the communities coupled with the humility to always listen and learn first.

WE BELIEVE THAT EFFECTIVE, COLLABORATIVE SERVICE WORK BEGINS WHEN STUDENTS ARE GUIDED TO ASK THE RIGHT QUESTIONS:

  • Was the project initiated by the local community, and is there community ownership?
  • Does the project value sustainable community empowerment over infrastructure development?
  • Was the project initiated due to actual needs in the community, or because of the ease of integrating unskilled workers (us) into the tasks?
  • What is the lifespan of the project, and how will it evolve once outsiders leave?

A growing body of evidence warns that travelers seeking to do good can end up inadvertently harming the communities they hope to support. In Cambodia, for instance, the growth of well-intentioned visits to orphanages may be perversely encouraging people to buy, rent, or kidnap children in order to maintain appearances for foreign travelers. According to a recent UNICEF report, 75% of children in Cambodian orphanages have at least one living parent. In Thailand, nearly 90% of foreign volunteers seeking to teach English are sent—week after week—to the same schools. As a result, the same Thai students end up subjected to the same introductory English lesson taught by well-intentioned but inexperienced Westerners. These schools end up becoming tourist destinations rather than places of learning. Effective community engagement often means investing in teacher training rather than feel good fixes. After all, how many children in Thailand really need one more Westerner to teach them “Head, Shoulders, Knees, and Toes”?

Dragons students gain a sense of what real service and giving back abroad should look like. Learning Service demands that we say “no” to an opportunity that may adversely impact the people and places we visit. It also requires that we sustain long-term relationships with communities abroad; while it is easier on schedules and budgets to plan short trips, we must not create a revolving door of unskilled helpers that locals accommodate.

Community empowerment is also paramount to the process of effective service and development work. At Dragons, we work closely with organizations and individuals that represent and work to support the collective voice of the communities within which the project is being undertaken. Students are then brought into ongoing relationships as honored guests and humble servants, adhering to the needs and goals expressed by those already in action, and adding their own contribution to a pre-established process. Projects that assume the needs of local people and operate with cultural chauvinism to implement a prepackaged service project often lead to inefficiency, miscommunication, and an overall disempowerment amongst individuals. Accordingly, Dragons often works with grass-roots organizations that were started within the community and are supported, run, and often funded from within the community.

As a cornerstone to Global Citizenship Education, Learning Service becomes a process of developing empathy for those whose resource-base and opportunity-levels may be less, but whose life-histories and cultures provide often profound lessons that aren’t available to those living in more developed countries. By emphasizing the “learning” in Learning Service, students are encouraged to critically engage with their values while they develop a knowledge-base that extends beyond their short-lived engagement. In Learning Service, students achieve a larger understanding of development issues and the efforts to address systemic problems in health care, education, access to clean food and water, etc. More significantly, students develop a moral compass in which they see how their actions and decisions impact the people and environment outside of their immediate communities.

NO ONE EXPLAINS OUR APPROACH TO LEARNING SERVICE BETTER THAN OUR ALUMNI.

Here are some quotes from past Dragons students on their Learning Service experiences:

“I was always hesitant to throw around that word (volunteering) because I deliberately did not choose a program that’s main focus was service – yet it was as though because I was traveling to developing countries, everyone expected me to volunteer – like if I was not going to volunteer, I was doing something wrong, being selfish. When I now recall the past three months, I do not immediately think of volunteer work. Instead, I remember being welcomed with open arms into families’ homes; I remember studying Spanish in a thirty-six family town; I remember learning so much about local cultures and life in general from the many characters we met along this journey. Our “volunteer work” has been vastly different from what the doubters imagined. We did not come into a town with the mentality that we were there to help and teach the “less fortunate” how to construct “superior” buildings or live in a “better” way. We were not imposing our building techniques on the locals. No, they were teaching us.”

–CAROLINE FENELON, GUATEMALA & NICARAGUA SEMESTER STUDENT

“After discussing with my supervisor and observing the organization, I realized that their needs did not align with my initial expectations of what I would be doing and I needed to drop my expectations altogether. At first, I thought I would be spending some of my time working at GLC’s store, but it turned out that my skills in English and computers matched best with their needs for an after-school English class and an additional teacher for the preschoolers. Every day is challenging, rewarding, exhausting, and exciting. The students are so bright and energetic, and I continuously feel grateful for the opportunity to teach them. Although I am their teacher, I truly think that they are teaching me even more, and maybe that’s what service is really about. As an instructor told our group in the first month of our trip, service is not a one-way road; it should be filled with exchanges between for lack of better words, the “server” and “the served.” I didn’t fully comprehend what that meant one month ago, but I think I have a much better understanding of that notion now.”

–CHRISTINE CHO, PRINCETON BRIDGE YEAR INDIA STUDENT

FOR MORE STUDENT PERSPECTIVES ON LEARNING SERVICE, VISIT THE LEARNING SERVICE SECTION OF OUR YAK BOARD.

Here’s a PDF version of Dragons Position Paper on Learning Service that’s printer-friendly if needed.
All Position Papers [post_title] => Learning Service: Dragons Philosophy on Service Work Abroad [post_excerpt] => HOW DOES DRAGONS ENCOURAGE A STUDENT’S DESIRE TO DO GOOD IN THE WORLD, while at the same time ensuring that these experiences actually benefit local communities abroad? Dragons believes that we need to shift the way we think of volunteer travel. Instead of focusing on “service learning”—on the idea that short-term volunteers can contribute to communities abroad—we advocate a paradigm shift; we choose, instead, to focus on “learning service.” [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => learning-service-dragons-philosophy-service-work-abroad [to_ping] => [pinged] => [post_modified] => 2018-03-07 09:48:25 [post_modified_gmt] => 2018-03-07 16:48:25 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.wheretherebedragons.com/news/ [menu_order] => 0 [post_type] => post [post_mime_type] => [comment_count] => 0 [filter] => raw [categories] => Array ( [0] => WP_Term Object ( [term_id] => 697 [name] => Dragons Travel Guide [slug] => dragons-travel-guide [term_group] => 0 [term_taxonomy_id] => 697 [taxonomy] => category [description] => [parent] => 0 [count] => 18 [filter] => raw [term_order] => 1 [cat_ID] => 697 [category_count] => 18 [category_description] => [cat_name] => Dragons Travel Guide [category_nicename] => dragons-travel-guide [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/dragons-travel-guide/ ) [1] => WP_Term Object ( [term_id] => 700 [name] => For Parents [slug] => for_parents [term_group] => 0 [term_taxonomy_id] => 700 [taxonomy] => category [description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [parent] => 0 [count] => 28 [filter] => raw [term_order] => 3 [cat_ID] => 700 [category_count] => 28 [category_description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [cat_name] => For Parents [category_nicename] => for_parents [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/for_parents/ ) [2] => WP_Term Object ( [term_id] => 641 [name] => About Dragons [slug] => about_dragons [term_group] => 0 [term_taxonomy_id] => 641 [taxonomy] => category [description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [parent] => 0 [count] => 22 [filter] => raw [term_order] => 7 [cat_ID] => 641 [category_count] => 22 [category_description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [cat_name] => About Dragons [category_nicename] => about_dragons [category_parent] => 0 ) ) [category_links] => Dragons Travel Guide, For Parents ... )