This volume represents an attempt, to the best of my ability, to draw together a decade of enquiries into the meaning of professionalism, the relationship of educational theory and practice and the nature of moral enquiry into a reasonably coherent whole. Although all these topics have interested me throughout my professional educational life, the path to this book can be traced back to an attempt in the summer of 1990 to assemble a full-length exploration of the moral basis of teaching and educational practice
