The aim of this paper is to revive a tradition of educational thought that identifies good judgment as the highest aim of education. It identifies sharply opposed manifestations of this tradition in the works of Aristotle and Locke, and uses these as points of departure in defending and exploring the tradition. The defense rests on the claims that the basic aim of educational institutions should be to enable people to live well and that good judgment is essential to living well. (...) The relationships between good judgment and other widely discussed educational aims are addressed, including autonomy, fulfillment of potential, and acquisition of knowledge. Curricular and pedagogical aspects of the promotion of good judgment are addressed, and the paper concludes by identifying potential benefits as well as limitations associated with the conditions of epistemic dependence. (shrink)