Anyone looking to develop concepts of moral education and instructive teaching must clarify what is meant by morality. The author addresses this question by referring back to Immanuel Kant and reformulates the interpretations of the moral found in Kant's writings in light of discourse ethics, postmodern, and hermeneutic approaches. The pedagogically significant point of this reconstruction of morality is that the attitude that can be described as the basis of being moral (self-distance, impartiality, engagement) also represents a prerequisite for knowledge. Therefore, moral education and teaching form a unity. The author elaborates on the concept of teaching that is educative by committing itself to the regulatives of truth and validity, of knowing, understanding, and becoming just.