Historical contextual methodology is evaluated as an attempt to overcome the limits of textualism. Although researchers who study political philosophy or the history of ideas are interested in historical contextual methodology, this methodology does not necessarily have to be dealt with only in that field. From the researchers’ perspective, it is necessary to pay due attention to the significance of historical contextualism and its implications for moral education. When the ‘context’ of the text is not considered, the initiative in understanding and interpreting the text falls entirely on the reader. However, understanding moral propositions means receiving the extensive self from the text, not forcing the text to follow the readers’ limited understanding. It can be said that the understanding of the socio-cultural and historical context of the text and the reflection based on it have moral educational significance in that it leads the reader to self-comprehension. Historical contextual methodology emphasizes the fundamental principle of education that moral education should strive to understand the in-depth implications of the text beyond the surface meanings of the text, while acknowledging that all understanding must be historical.