Higher education institutions have been accused of losing their moral orientation and failing to provide students with a meaningful educative experience. This paper exposes the roots of this problem within contradictions between two historical commitments of higher education: serving science and know thyself. The paper then develops a conceptual model of teaching practice as such. The model demonstrates the predominance of serving science, which leads to the compromising of ethics and meaning. It is then developed to show how self can be explicitly reclaimed by integrating the two epistemologies-ethics in teaching practice. Contemporary pedagogical examples are presented to demonstrate this approach.; * Critics argue that there is a moral crisis in Higher Education. * Higher Education entails two historical commitments: know thyself and serving science. * A historical and practical analysis demonstrates that self has become a null curriculum. * A conceptual pedagogical model based on attention shows how self can be reclaimed in teaching. * Examples of self-knowledge pedagogies demonstrate how meaning and ethics can be reclaimed.