<p>The aim of this paper is to examine how moral education in Japan is or is not possible by using Niklas Luhmann's systems theory. In this paper, I show that it is more appropriate to consider moral education as educational communication under the control of a binary code of "good/not good", rather than moral communication based on "respect/disrespect". Students who receive education about morality will be busy concerning themselves with their teacher's evaluation. Moral education is almost impossible as a method of changing a student into a moral person because moral education itself is a paradox. However, moral education is possible as a program in an education system through a process called de-paradoxication.</p>