The content and methods of medical ethics teaching varies with audience and locale. I philosophy department classes, cases are used to raise general, often abstract issues of moral reasoning and moral theory, the definition of central concepts(autonomy, death connection), and metaphysical presuppositions(personal identify, body-mind relations medical schools, there is little appetite for such abstract matters, and too little curricular time to5 The content and methods of medical ethics teaching varies with audience and locale. In philosophy department classes, cases are used to raise general, often abstract issues of moral reasoning and moral theory, the definition of central concepts (autonomy, death, causal connection), and metaphysical presuppositions (personal identify, body-mind relations). In most medical schools, there is little appetite for such abstract matters, and too little curricular time to convince students and clinical co-teachers of their relevance to the pressing clinical issues and cases at hand. We should not be surprised there is no Socratic dialogue with Hippocrates