Abstract
Critical approaches to service learning courses may not innately maximize student engagement, civil discourse, and the confrontation of stereotypes. The purpose of this article is to propose the utilization of Moral Foundations Theory as a complimentary framework for service learning courses seeking to critically analyze systems and policies. Recommendations for practice and future research are included.
Recommended Citation
Lewing, James Morgan
(2020)
"Finding Common (Moral) Ground in Critical Service Learning: Promoting Balance and Civil Discourse Through Moral Foundations Theory,"
Journal of Community Engagement and Higher Education: Vol. 12:
Iss.
1, Article 7.
Available at:
https://scholars.indianastate.edu/jcehe/vol12/iss1/7
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons