ABSTRACT
Once upon a time the moral purpose of educational reform seemed relatively straightforward. While we knew that innovation was often motivated by politics and careerism, most people when pushed would agree that the ultimate purpose of reform is to benefit all students. If the problem were that straightforward, that simple, we would have solved it long ago. After all, we have been innovating for student improvement for most of this century. The direct approach of naming the goal and mobilizing to achieve it does not, and cannot, work in something as complex as moral change agentry-a continuous preoccupation with making virtuous improvements in a world in which the particular pathways to success are literally unknowable in advance of doing something.
