In this paper I explore Goodwin Liu's proposal to ground the pedagogy of service-learning in the epistemology of pragmatism from the perspective of a reflective practitioner. I review Liu's epistemology and his claim that from within it three features common to service-learning--community, diversity, and engagement--become pedagogical virtues. I then describe an international community service learning program and use it to illustrate the role that these virtues might play. I then argue that Liu's proposal needs to be amended in two ways: he needs to use his pragmatism to rethink the connection between epistemology and pedagogy, and he needs to acknowledge the normative implications of his approach by aligning pragmatism with critical approaches to community service learning.