THOUGH MORAL EDUCATORS cannot make their students virtuous, they can promote certain habits of active learning, analogous to the traditional spiritual disciplines, which can dispose the soul towards the subsequent blossoming of embodied and lived-out justice. The incorporation of a range of these disciplines improves typical service learning courses because each discipline is designed to resist or prune preexisting negative dispositions which could otherwise undermine the transformative power of the service learning experiences themselves. Kant's doctrine of virtue and Merton's account of monastic spirituality are developed to explain and defend this view.
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