康德在其道德哲學的基礎下，提出教育的理想在於使人類成為自由的道德行動者。然而道德自由不是一個經驗性的概念，那麼，如何可能透過經驗性的教育活動，培養人成為自由的道德行動者？在此我們面臨道德教育和道德理想如何接軌的問題。本文首先說明教育的理想，其次，主要從貝克的論證，指出道德教育面臨的難題。接著，我說明康德教育的核心：性格培養。最後我回應貝克的批評，並證成教育方法的有效性，在於提供讓客觀道德理論轉化為主體道德生活的必要條件，這也是道德教育與道德理想接軌的關鍵。

According to his idea of morality, Kant claims that the ideal of education is to make human beings free moral agents. However, how can we cultivate moral freedom, which is a transcendental idea, in students by means of empirical method of teaching? Here we face a problem whether we can have an account of the connection between moral education and moral ideal. In this article, I firstly state Kant’s moral ideal. Then I point out the possible difficulties of moral education, in particular from the viewpoint of Lewis White Beck. To respond to Beck’s criticism, I explain the development of moral character which is considered by Kant the core of education, and I argue that for the fulfillment of moral ideal, Kant’s moral education is effective because it provides students with necessary capacities to lead a moral life. From here we can justify a connection between Kant’s moral education and his moral ideal.