Moral education as the practice of virtue.

This article examines moral education through the lens of a Platonic theory, emphasizing virtue as a spiritual practice rather than mere cognitive knowledge. Drawing on Mark E. Jonas and Yoshiaki Nakazawa's *A Platonic Theory of Moral Education* and Michel Foucault's concept of *epimeleia heautou* (care of the self), it argues that moral education involves both epiphanic moments that reorient desire toward virtue and a sustained process of habituation (rehabituation) through deliberate, embodied practice (askēsis). The article highlights that moral education can be integrated into diverse academic curricula by framing learning activities as transformative practices that cultivate the affective and conative dimensions of virtue, not just intellectual understanding. It further suggests that teachers' roles extend beyond modeling virtue to designing curricula that foster ongoing spiritual practices, enabling students to internalize virtue through repeated, attentive engagement with subject matter.