These days there seems to be a controversy over the issue of whether teaching is “a practice” or not in MacIntyre’s sense,1 a practice defined as “any coherent and complex form of socially established co-operative human activity through which the goods internal to that activity are realized in the course of trying to achieve those standards of excellence which are appropriate to and partly definitive of, that form of activity.”2 The crux of this controversy, whether we agree with the idea of teaching as a practice or not, has to do with a painstaking search for the moral nature of teaching in an increasingly disenchanted post-liberal culture. In today’s schools, in which teaching is seen as a job, rather than a vocation, and especially in a public institution, teachers tend to be expected to play a professional role assigned by the institute as a means of service to the public (students or community) for its welfare.3 In other words, what is at stake in this controversy may be a tension regarding the nature of teaching between a view of teaching as institutional and professional and one of teaching as human and moral.