康德的道德形而上学是从作为人本性的理性和自由出发去寻求一种具有普遍必然性的道德法则。人的理性是道德原则的基础,人是道德活动的目的,人的意志自由应体现为对客观的道德法则的遵循,对绝对命令的服从。康德的道德形而上学在教育学方面至今仍给我们以富有意义的启发。哲学家雅斯贝尔斯在《大学的观念》一文中强调说:“教育活动关注的是,人的潜力如何最大限度地调动起来并加以实现,以及人的内部灵性与可能性如何充分生成,教育是人的灵 Kant’s moral metaphysics is based on the human nature of rationality and freedom to seek a universal law of moral necessity. Man’s rationality is the basis of moral principles. Man is the purpose of moral activities. Man’s freedom of will should be reflected in obeying the objective moral rules and obeying absolute orders. Kant’s moral metaphysics still gives us meaningful inspiration in pedagogy. Philosopher Jaspers stressed in his article ”The Concept of the University,“ that ”educational activities are concerned with how human potential is mobilized and realized to the fullest extent and how human internal spirituality and possibilities are fully developed, Education is human spirit