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My analysis of the current state of ethics education begins with a distinction which, like most distinctions, works as a generalization by ignoring important exceptions. 1 The distinction is that approaches to ethics education in college and graduate school tend to be so concerned with disciplinary knowledge and rigorous analysis—tend, that is, to be so discursive and academic—as to be unconcerned with whether or not the students (or faculty) are living ethical lives; while approaches to ethics education below college, which are mostly programs in values education, are so concerned with shaping students’ ethical beliefs and conduct that they tend to be glaringly un-academic: lacking in historical perspective, philosophical depth and in methods of value inquiry. I will say more about ethics education in these two contexts, and say what I think is positive about them, before I offer an alternative I believe holds more promise.