In recent years, in Japan, with moral education being designated as a ‘special subject,’ there has been a shift from inculcation-based teaching to one that encourages moral reflection and discussions. Nevertheless, various issues have been identified concerning the methods of discussion and normative education within moral education classes. This paper addresses these problems by reevaluating the foundations of moral education theory from an inferentialist perspective. Given that Robert Brandom’s inferentialism, upon which this paper relies, has certain limitations when applied to moral education, we incorporate John McDowell’s theory of moral sensibility with some modifications, sketching an adapted inferentialism more suitable for moral education.