The Aristotelian concept of habituation is receiving mounting and warranted interest in educational circles, but has also been subject to different lines of interpretation and critique. In this article, I bring forward Aristotle's words on habituation, and then clarify the two lines of interpretation that have developed in the contemporary philosophical literature. I argue that the mechanical interpretation contains an intellectualist bias and then argue a cognitivist view that positions habituation as the only method appropriate to cultivating the starting points of the ethical life. I contend, contrary to the popular view, that the starting points are non-discursive and not subject to explanation, and thus require the non-discursive method of habituation. I conclude with some thoughts for moral education that answer critiques of habituation concerning the role of reasoning and critical independence of students.