 Are political and social conditions in contemporary liberal democracies conducive both to acquiring the self-understanding necessary for integrity and, more generally, to the business of acting with integrity? Historically, one of the governing ideals of liberal democratic societies is to provide its citizens, not with the goods they desire, but with certain primary goods, such as freedom, and with political/social/cultural structures (laws, codes, institutions, practices, and so on) that facilitate their capacity to obtain goods they desire for themselves. This is one reason education has always played a prominent role in discussion of liberal-democratic forms of life. Education is seen as a crucial structure in the facilitation of individuals’ pursuit of chosen goods. Such an instrumental view of education is rather narrow and omits any role for inculcation of the means to choose goods wisely. Integrity requires more than facilitation of an instrumental capacity to acquired desired goods. It requires the wisdom and self-knowledge to choose appropriate goods, worthwhile goals, and so on. It is, perhaps, hard to see extant social educational structures playing a very significant role in this process, and harder still to imagine real institutions—institutions compatible with the demands and limitations of contemporary life—that would.