Many scholarly visions of morality in higher education suggest that moral instruction should deal primarily with a person's professional or political identity. In contrast, Glanzer and Ream argue that a more wholistic moral education takes place within a university committed to a tradition that can set forth a comprehensive ideal for the school and its students about human well-being.

This book offers examples from both Christian and secular democratic institutions of higher education and then responds to possible criticisms about how moral education in a comprehensive humanist moral tradition may short change diversity, autonomy and critical thinking.