Abstract: In the modern educational realm dominated by instrumental rationality, university moral education is faced a profound interrogation of its value rationality crisis: utilitarian goals dissolve the ontological value of moral education, intellectualized content fragments the lifeworld, and intellectually oriented methods alienate intersubjectivity. The core crisis lies in the absence of “aesthetics” in moral education processes, reducing moral instruction to a technical apparatus of knowledge discipline, while its inherent functions of spiritual enlightenment and spiritual nourishment continue to weaken. Aesthetic activities offer new pathways to resolve these dilemmas by reconstructing the aesthetic foundation of moral cognition, mediating aesthetic tensions in practical contradictions, and innovating affective paradigms for value transmission. To address this, universities must construct a “harmony between beauty and goodness” practical ecology: educators should transcend instrumental rationality constraints through aesthetic creation, awakening moral consciousness through life-oriented care; students should return to the lifeworld via aesthetic engagement, realizing the unity of knowledge and action in embodied practice; and teachers and students should co-build a bidirectional dialogue-based aesthetic community, achieving value consensus through spiritual resonance.

Key words: morality, aesthetics, harmony between beauty and goodness, university moral education