Anna Bliesner-Steckmann addresses the question of how education or didactics must be structured so that morally sustainable actions do not lead to a normative pedagogy. The author focuses her work on the self-informed, autonomous learner and demonstrates that, in addition to a theoretical foundation of learning, a theoretical foundation of action based on psychology is also necessary. A central result of her interdisciplinary study is the developed process model for morally sustainable judgment and action, from which concrete recommendations for the design of educational interventions can be derived.