Wesley Null shows us the central importance of virtue ethics to designing curriculum and implementing it. He also shows us, at least implicitly, how essential it is for virtue ethics to be part of the content of a curriculum. He makes his case with powerful arguments and compelling life histories of significant figures from our cultural history who exemplify various virtues. Null has a lesson for us all, and we ignore it at our, and our students' peril.

Barry Schwartz, coauthor of "Practical Wisdom" and "Choose Wisely"

Wesley Null invites readers into a bold reconsideration of curriculum as a moral practice rather than a technical exercise. Guided by virtue ethics, he argues that meaningful curriculum leadership depends on people who reflect, who listen, and who deliberate with care. The book does not offer easy solutions. Instead, it offers a framework for thinking about curriculum as an expression of character and responsibility. Null writes with clarity and conviction, drawing on years of scholarship that, among other books, include Curriculum: From Theory to Practice and American Educational Thought. His message is simple yet urgent: education depends on the kind of leaders we become. This book challenges, reassures, and opens space for possibility. It invites readers to think differently and, perhaps, lead differently. Educators, policy leaders, and scholars who sense that something essential has been missing from conversations about curriculum will find a path forward here. It is a book worth sharing with anyone who wants education to be wiser, steadier, and more principled.

Bruce Uhrmache, Professor Emeritus, University of Denver, leader in curriculum studies with extensive publications in curriculum and aesthetic education

Higher education finds itself in a state of deep crisis, with its legitimacy called into question for financial, civic, and ideological reasons. Drawing upon decades of experience in administration, instruction, and scholarship, Wesley Null argues that higher education needs revolutionary change, that it must overcome its obsession with purely technical approaches to curriculum and reorient itself in the direction of moral philosophy, particularly the burgeoning field of virtue ethics. This is the sort of book, at once accessible and challenging, theoretical and practical, that only someone with Null's extensive background in higher education could write. We ignore his critique of the status quo and his recommendations for reform to our peril.

Thomas Hibbs, J. Newton Rayzor Sr. Professor of Philosophy, Dean Emeritus, Baylor University