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Journal of Inquiry and Action in Education 4(2): 34–53. • You Z Rud AG (2010) A model of Dewey’s moral imagination for service learning: Theoretical explorations and implications for practice in higher education. Education and Culture 26(2): 36–51.This article investigates the theoretical link between two approaches to civic character education: Service Learning and the Just Community, given that the two share a strong democratic ethical component. Based on historical research and bibliographical review, we show that John Dewey’s pragmatism forms a theoretical foundation of both approaches. Our revision combines the search for a normative foundation of democratic life with the need for contextual agreements: universal principles of justice with conversation and action in specific situations, moral autonomy with social commitment in real circumstances. By merging the two educational approaches to civic character education, we conclude that social and democratic progress does not mean renouncing ethical principles, but drawing them in a different way: revisably, creatively, dialectically, practically, and intersubjectively.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/journal article1741-3192https://doi.org/10.1177/14778785241227076https://produccioncientifica.ucm.es/documentos/65d1e6a5824cc36763f8c6d9https://www.scopus.com/record/display.uri?eid=2-s2.0-85183883423&origin=resultslisthttps://journals.sagepub.com/doi/10.1177/14778785241227076open access37.0137.013371.337.015.417:37342.7137.015.31:17.022.137.034Character educationCitizenship educationJust communityMoral developmentPragmatismService learningTeoría de la educaciónFilosofía de la EducaciónPedagogíaMétodos de investigación en educaciónMétodos de enseñanzaÉtica5801 Teoría y Métodos Educativos