This paper examines the possibility of moral catechism in Kant's philosophy of education through its situation in comprehensive Kant's theory of education and clarifying its relationship with moral education. Before the stage, in which formation by moral catechism would be carried out, there are three developmental stages; discipline, culture, and civilization. The commonality of these stages is that children develop in a society in which people live in the real world. With this background, moral catechism plays an important role in the final stage, i. e., the stage of maralization. Moral catechism is neither dogmatic nor dialectic, but rather adopts the way that teacher exclusively asks children and they only try to answer because it aims that children should just answer with their own common reason. Through this practice of moral catechism, children's judgment will be sharpened so that they can recognize the person who acts from duty, be moved to see such a person who does not take his own profit into account, and finally be aware of having a good disposition to be moved by seeing such a person. Furthermore, children understand what moral action would be with concepts that are given by the teacher through moral catechism, to strengthen their moral attitude. In the end, children gain an interest in being moral. This interest encourages them to fight immoral acts in this real society. In this sense, Kant's moral catechism premises fundamental social relationships and goes further to construct a new social reality.