In the last column we introduced the idea of ethical reasoning (see Paul & Elder, 2006) and discussed its importance to education, assuming the intention is to cultivate fairminded critical thinking. We also discussed the problem of intrinsic egocentric thinking as a fundamental barrier to ethical reasoning. In this column we focus on conceptual distinctions essential to skilled ethical reasoning and, consequently, to fostering the educated mind. [For Part I, see EJ887841.]