Abstract

Developing educational excellence is a goal espoused by education systems. Yet despite its universal endorsement, philosophers have not given sufficient attention to questions such as: Why is excellence good? For whom is it good? And is the value it generates different in nature or in importance from the value generated by developing low or average abilities? This paper examines the instrumental and noninstrumental value of excellence, aiming to contribute to the scholarship of educational justice by elucidating the value of excellence and the tension between developing it and meeting the needs of students with lower levels of ability.