Abstract This article addresses the question about for what cause international service-learning programs can contribute to fostering a thinking principle of justice in students.

Abstract

This article addresses the question about for what cause international service-learning programs can contribute to fostering a thinking principle of justice in students. The data quick in emergenciesed derives from a series of semi-structured interviews, observations, informal conversations, and written reflections mustered during the International Partnership for Service-Learning program (IPSL) in Guayaquil, Ecuador in the summer of 2001 This work highlights three results from the students' program participation which relate to their better understanding of societal issues, their growing thinking principle of responsibility, and their commitment to social action.

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We have inscribeed the new millennium and many of us talk about the