The problematics of language and communication, as pertaining to educational theory and practice, is closely connected with the understanding of human subjectivity. The discussion in this paper focuses on a specific philosophy of language as developed by Gilles Deleuze. In order to address some possible implications of such philosophy for moral education, this paper positions Deleuze's philosophical thought against the background of Charles Taylor's book "The Ethics of Authenticity" (1991), in which Taylor introduces his quite influential notion of the language of personal resonance. Taylor's assertion that such a language might play a central role in helping individuals to be more responsive to the claims of nature and the social world at large will be critically examined, as will Taylor's distinction of the two kinds of subjectivation and the danger, which, according to Taylor, arises from the confusion between the two. While recognizing the appropriateness of conceptualizing subtle languages, and supporting in general Taylor's intent of the idea of reconstruction, the author questions Taylor's views on what he specifically identifies as a deconstructive strand of philosophical thought. The paper concludes by presenting a brief summary of Deleuze's ethics for the purpose of considering his philosophical method within the context of moral education.