Abstract
As service-learning (SL) or SL-like experiential learning practices increase and expand in Japanese higher education (led by MEXT’s COC Funding Scheme), this article calls for reexamination of such practices by revisiting SL outcomes and the role of reflection in SL. It also aims at providing a practical, walk-through information on critical reflection design process by utilizing Ash & Clayton (2009a)’s DEAL model, in order to provide SL and SL-like experiential learning practitioners and/or those who are about to introduce such learning approaches an opportunity to reconsider the ends and means of their approaches. It also calls for attention to the possible “disorienting dilemma” in implementing SL and/or reflection both for students and teachers, and also to that dealing with such dilemma could be a threshold experience in reconsidering learning in today’s Japanese higher education.
https://ror.org/00skwgg83 
