Criticisms are heard to the effect that in the theory of progressive education the meaning of both moral purpose and the standard for moral judgment is ambiguous. But, really, what is the essence and function of the norm of judgment in this philosophy of education ? My purpose in this essay is to reply in obliquo to prevalent criticisms and, basing myself on Dewey's moral theory, to offer in more positive fashion some considerations on basic educational theory which may serve as foundation for a theory which can provide an answer for the problems confronting modern education. My essay is divided into the following five sections.<BR>(1) Foreword.<BR>(2) Nature of Norm in Customary Morality and its Limits. Herein I point out, by referring to customary morality, the absolute and fixed function and characteristics of such a norm and argue that in the true moral judgment the function of the norm is to be found in its quality of intellectual instrumentality and that scientific method should be used [in the decision-making process].<BR>(3) Demonstration of the Possibility of Adapting Scientific Method in Moral Judgment.<BR>(4) The Nature of the Fundamental Function of the Moral Norm. My argument in this section is concerned chiefly with showing that a priori moral concepts are not denied but are activated in being re-evaluated.<BR>(5) The Meaning of a Universal Norm. Keeping in mind some of the present misunderstandings I explain the meaning of universal norm as a function for the re-evaluation of a priori concepts and for the establishment of ends of action.