This paper probes the issue of institutional loss of charism. Sacred or secular the issues are similar when institutions lose sight of their original purpose. Often it is drifting with the currents rather than deliberate policy, although commodification and pseudo-science do characterise such situations. We consider aspects of Dewey’s approach to educational aims from four angles, as they have some interest in themselves, and because official reviews of education tend to avoid discussion of aims. Such reviews often seem to believe that throwing more money at an educational problem will solve it without mentioning aims. We utilise some distinctions through a Thomistic lens, particularly views of John Finnis, Victor Garcia Hoz, Josef Pieper and Vincent Edward Smith, although we acknowledge some limitations.