Abstract Community engagement through service-learning has been a mainstay of higher education for the past 20 years and has increasingly proven successful in grounding academic knowledge in community experience. This article explores how service-learning programs designed to shape students’ sense of responsibility for the common good can also foster their faith development. In particular, it examines natural connections between service-learning and the Pentecostal tradition, and details how service-learning has been implemented at Lee University (located in Cleveland, Tennessee, USA) by drawing upon the institution’s theological heritage and using Sharon Daloz Parks’s theory of faith development. Three tensions encountered when implementing the program are explored: the assumption that academic learning is separate from and superior to affective learning, the concept that all service should be oriented ultimately toward evangelism, and the notion of the “savior” motivation that nullifies the cultural humility necessary for personal transformation. The article concludes by offering a series of lessons learned regarding the implementation of community engagement programs as a learning strategy within the Christian college context.

中文翻译：

---

学生信仰发展的社区参与：五旬节传统中的服务学习

摘要 过去 20 年来，通过服务学习实现社区参与一直是高等教育的支柱，并且越来越证明在将学术知识与社区经验相结合方面取得了成功。本文探讨了旨在塑造学生对共同利益的责任感的服务学习计划如何也能促进他们的信仰发展。特别是，它研究了服务学习与五旬节传统之间的自然联系，并详细介绍了李大学（位于美国田纳西州克利夫兰市）如何通过借鉴该机构的神学遗产并使用 Sharon Daloz Parks 的理论来实施服务学习信仰的发展。探讨了实施该计划时遇到的三种紧张局势：学术学习与情感学习分开并优于情感学习的假设，所有服务最终都应以传福音为导向的概念，以及“救世主”动机的概念，使个人转变所需的文化谦逊无效。本文最后提供了一系列关于在基督教大学环境中实施社区参与计划作为学习策略的经验教训。