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Abstract
If moral development is a hoped for consequence of engagement in service-learning, any adequate construction and/or evaluation of service-learning programs requires a complete and comprehensive understanding of the moral situation. The Four Component Model (FCM) of Morality provides a fitting corrective to the historic overemphasis on moral reasoning and offers a comprehensive theoretical framework for understanding the motivations and effects of service-learning participation.
Introduction
There is a chorus of voices in contemporary culture decrying humanity's moral decline (Bork, 1996; Bouza, 1996; Fukuyama, 1999; Green, 1994). The ...