 Making men virtuous is not a distinct enterprise from making them intelligent or knowledgeable; it is worthless to be well-educated if one is unable to apply this learning in the service of moral rectitude. Moreover, the very techniques one employs in the acquisition of knowledge are subject to ethical evaluation and judgment. Proper learning is defined not only by the quantity of knowledge inculcated, but by the quality of the educational experience. John believes that the doctrine of moderation and the virtuous mean is essential to any pedagogy which takes seriously its duty to mold morals as well as intellect.