Attempts to improve teaching-learning activity have focused on the relation between technical efficiency of teaching methods and student academic achievement. This paper raises the question of how a view of teaching-learning activity as a practice with moral dimension might refocus research on teaching-learning activity so that it considers the ends, in concert with the means, of education as moral enterprise. This paper responds to the guestion of how teachers can view their aims and activities as part of a practice that has moral as well as technical goals. I argue that the understanding of teaching-learning activity should be based on the consideration of moral dimension of the pursuit of knowledge, and of the relationship that teachers have to their students through the activities of the pursuit of knowledge. The nature of knowledge and that of the relationship between teachers and students are important to consider because teachers aim to change various aspects of their students' lives through their teaching activities. The moral dimension of teaching-learning activity is intimately connected to the traits of knowledge and the relations between teachers and students, and those connections are often obsured in traditional view of teaching-learning activity. Those connections are further drawn out in a discussion of how teachers' understandings of cultural knowledge and of intersubjectiveness of the identity of self provide the ethical foundation for their understandings of and efforts on behalf of the engagement of students' participation in critical inquiry into knowledge. The understanding of the moral dimension of teaching-learning activity, including the invitation of students to participatory inquiry into knowledge, is the grounds for achieving the personal as well as social ends of education in a democratic society. Yet, this understading is missing in traditional view of moral education. Teachers not only transmit knowledge, but they also participate in its creation, and their critical and questioning attitudes toward what they know and teach invlove them in a philosophical appraisal of their aims, activities and relationships. The view of teaching-learning activity as a moral practice enables teachers to consider the broad ends of education as moral enterprise. With this understanding, teachers can perform their roles in a way that is critical, creative, and potentially trans formative for themselves and their students.