Forces which have influenced the shifting of moral foundations and their potential influence on the field of education are explained in this paper. Two categories of systems--soft and hard--are reviewed. A system 'hardens' when the emphasis on the application of a technique becomes more important than serving the purposes for which the technique was created. For educators, the art and skills of teaching should serve society. Techniques can be improved; but as these are defined and they increase in proficiency, they must not become more central than the purpose and the people they are designed to serve. 'Soft' systems constitute a more compatible environment for moral education. The personal freedom they offer and the individual responsibility they demand seem more vital to humanity's well-being than the much heralded fruits of 'hard' systems such as predictability, demonstrable outcomes, and time-cost efficiency factors. This article presents a historical review of the systems approach, its development from soft to hard systems, and the implications for moral education. (KWL)