The essay argues that resources in Scripture, tradition, and social theory are important but insufficient to the task of teaching social ethics. Liberation ethics promotes not only diverse epistemologies to evaluate the structures that mediate social relations, but also moral courage to execute social responsibility. Given this agenda, teaching social ethics also requires community-based learning experiences, democratic classrooms, and the social commitment of the academy. Drawing on student writing and the example of the author's own academic institution, the essay argues that multiple resources and sites are needed to educate students in ethical theory and moral courage.