American Research Journal of Humanities and Social Sciences

The Kant’s philosophy of moral education occupies a significant position within his broader philosophical system and continues to offer valuable insights for contemporary educational thought. At its core, Kantian moral education seeks to awaken an individual’s internal capacity for moral judgment and to cultivate a good will guided by duty rather than external rewards or personal interests. Its ultimate purpose is the development of moral autonomy, through which individuals freely act according to principles that can be regarded as universally valid. In contemporary educational practice, however, moral instruction often remains influenced by utilitarian expectations, emotional persuasion, self-interest, social recognition, and other external motivations. Such approaches may encourage outward conformity but do not necessarily foster a genuine sense of moral responsibility or respect for moral law. This paper examines the meaning and educational characteristics of role models within Kant’s conception of moral development. It argues that exemplary figures can support moral learning by providing concrete points of reflection without replacing the learner’s independent moral judgment. By inspiring reflection, strengthening moral motivation, and encouraging autonomous choice, role models may contribute to a more meaningful form of moral education. Drawing on relevant literature and contemporary educational experience, the study explores the present-day significance of Kantian exemplary education and considers its potential contribution to the reform and innovation of moral education in universities.

Keywords: Kant; Moral Education Thought; Moral Judgment.