Are we positioned for change?

Within service-learning circles, much time and energy has been invested in the critical analysis of such concepts as "volunteering" and "charity." Service-learning, as a compelling theory of practice, depends on being recognized as distinct from these alternative views of how people interact with other people in a society. Have service-learning theorists, though, been equally deliberate in critically engaging their own enterprise of service-learning? That is, are the limits and weaknesses of service-learning practice and theory being addressed? Or is there a mentality of having arrived at the perfect method. Has service-learning become too entrenched, too static such that it is not prepared to grow and adapt, whereby it would be true to the spirit which gave it rise?