Chapter 1 starts with a challenge that we seem to approach the current conditions of the world in which there is a simultaneously receding interest in issues of The Good, and an intensification in commitments to The Good. To move beyond the impasse of what could be characterised as a thoughtless relativism and a suffocating foundationalism, the author outlines the rationale for relational ethics. In this case, the ultimate value is placed on the nourishment of relational processes, the original source of moral value. However, in the contemporary world of conflicting traditions, recognition, awareness, and talents are required for encouraging and sustaining this process. Herein lies the major challenge for education. Sweeping reform may not meet this demand, as ethically consequential education can and should be integrated into the daily practices of school life. The chapter concludes that educational ethos, curriculum design, pedagogies, and evaluative practices are not simply techniques of knowledge transmission. When ethically informed, they hold the potential for life-giving transformation of global communities.