We seek to revisit and to revise the current approach to ethics pedagogy. Such an approach leads us to the recognition that, in designing such an all-embracing work plan, we cannot hide from the age-old, pressing conundrum: “Can ethics—the good—be taught?” Regrettably, no incontrovertible, positive evidence is available that would put to rest this troubling doubt, in spite of material and social progress. However, we choose to believe that ethics can, indeed, be taught. But the questions remain: How? And to what end? Specifically, what does it mean to attempt to teach ethics in the context of student filmmaking? Whatever the philosophical answers to this set of well-worn but still urgent questions might be, a more pressing, practical controversy confronts us: Can (or, perhaps more importantly, should) ethics be taught in class, in accordance with the traditional pedagogical model of frontal, authoritative, informational, regulative, code-of-practice-oriented instruction? We choose to answer this question in the negative. We argue that the current film students’ pedagogy of ethics requires, first and foremost, a fundamental epistemological change in approach. We call it “Inspirational Ethics,” and we apply it by means of a method we title “The-Five-Guiding-Ethical-Stars-System.”