What exactly is a "good student," and how do educators foster this individual? As Douglas LeBlanc argues, the good student is the individual who—more than being intelligent—is morally virtuous in the realm of study. The classical and Christian traditions divide the moral virtues under the cardinal virtues of temperance, fortitude, justice, and prudence. In order to foster good students, then, teachers must foster the sub-virtue of each of the cardinal virtues that is most related to learning. LeBlanc identifies these virtues as studiosity (temperance), magnanimity (fortitude), docility (justice), and self-knowledge (prudence). Each of these four is given a historical and philosophical analysis in its own chapter; therein, it is demonstrated that each virtue is needed in order for young adults to have a moral intellectual life. Additionally, for each of these four virtues, another chapter is dedicated to the practical means whereby teachers and administrators can foster these virtues. LeBlanc shows educators how they can guide students in the practice of the virtue in question. Additionally, he describes the ways educators must practice these four virtues themselves, insisting that teachers and administrators must serve as models of what it means to be one who possesses a moral intellectual life. In the conclusion, he argues that these four virtues are not just needed by young adults and their teachers. They are ultimately needed by everyone, for all adults are called to have moral intellectual lives. By fostering studiosity, magnanimity, docility, and self-knowledge, teachers empower their students to be life-long learners—life-long "good students."

What exactly is a "good student," and how do educators foster this individual? As Douglas LeBlanc argues, the good student is the individual who—more than being intelligent—is morally virtuous in the realm of study. The classical and Christian traditions divide the moral virtues under the cardinal virtues of temperance, fortitude, justice, and prudence. In order to foster good students, then, teachers must foster the sub-virtue of each of the cardinal virtues that is most related to learning. LeBlanc identifies these virtues as studiosity (temperance), magnanimity (fortitude), docility (justice), and self-knowledge (prudence). Each of these four is given a historical and philosophical analysis in its own chapter; therein, it is demonstrated that each virtue is needed in order for young adults to have a moral intellectual life. Additionally, for each of these four virtues, another chapter is dedicated to the practical means whereby teachers and administrators can foster these virtues. LeBlanc shows educators how they can guide students in the practice of the virtue in question. Additionally, he describes the ways educators must practice these four virtues themselves, insisting that teachers and administrators must serve as models of what it means to be one who possesses a moral intellectual life. In the conclusion, he argues that these four virtues are not just needed by young adults and their teachers. They are ultimately needed by everyone, for all adults are called to have moral intellectual lives. By fostering studiosity, magnanimity, docility, and self-knowledge, teachers empower their students to be life-long learners—life-long "good students."

What exactly is a "good student," and how do educators foster this individual? As Douglas LeBlanc argues, the good student is the individual who—more than being intelligent—is morally virtuous in the realm of study. The classical and Christian traditions divide the moral virtues under the cardinal virtues of temperance, fortitude, justice, and prudence. In order to foster good students, then, teachers must foster the sub-virtue of each of the cardinal virtues that is most related to learning. LeBlanc identifies these virtues as studiosity (temperance), magnanimity (fortitude), docility (justice), and self-knowledge (prudence). Each of these four is given a historical and philosophical analysis in its own chapter; therein, it is demonstrated that each virtue is needed in order for young adults to have a moral intellectual life. Additionally, for each of these four virtues, another chapter is dedicated to the practical means whereby teachers and administrators can foster these virtues. LeBlanc shows educators how they can guide students in the practice of the virtue in question. Additionally, he describes the ways educators must practice these four virtues themselves, insisting that teachers and administrators must serve as models of what it means to be one who possesses a moral intellectual life. In the conclusion, he argues that these four virtues are not just needed by young adults and their teachers. They are ultimately needed by everyone, for all adults are called to have moral intellectual lives. By fostering studiosity, magnanimity, docility, and self-knowledge, teachers empower their students to be life-long learners—life-long "good students."