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In this book Joseph Dunne exposes the damage done by obsession with measurable outcomes in schools and universities. He argues for an education that respects the interpersonal fabric of learning and teaching, and that takes account of difficulties in late modern societies regarding childhood, citizenship, the relative prestige accorded to different kinds of knowledge, and the forging by individuals of a coherent identity across a whole life-course. To ask about good education, he claims, is necessarily to pose the larger question of the human good. Central to the book is a concern to elucidate the kind of practices that can best help persons to pursue this good, a concern that deepens through reflection in the final chapters on the challenges and fulfilments opened by the spiritual dimension of human life. Making his case in a series of inter-related essays, Dunne draws on his decades-long experience in teacher-education, informed by a reading of classical Greek philosophy and of several recent thinkers – including Raimond Gaita, Alasdair MacIntyre, Iris Murdoch and Charles Taylor – who are key conversation partners throughout.