Discussions on ethics education generally consider such education as an entity, that is, as something sufficiently well defined to constitute an element of real support to transmission. However, and the difficulties faced by educators show this clearly enough, ethical issues are difficult to define: ethics implies applying or enforcing application of rules, but says nothing about the nature of these rules. From this point of view, ethics is more a potentiality toward which it is a question of tending that an entity could be circumscribed to make it a definite learning object. In this article, I propose to examine the consequences of this proposition. I will deduce some avenues for thinking about ethics in school by trying to show why it is likely wiser to aim for its implementationrather than its foundation.