Finding Common (Moral) Ground in Critical Service Learning: Promoting Balance and Civil Discourse through Moral Foundations Theory

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 theoretical framework for service learning courses seeking to critically analyze systems and structures through Moral Foundations Theory.  Recommendations for practice and future research are included.