Educational philosophy is a mess. A values-based curriculum could fix it. ~ Elder Of Ziyon

Monday, August 04, 2025

Educational philosophy is a mess. A values-based curriculum could fix it.

Yesterday I wrote about an article in Educational Philosophy and Theory in which a group of academics presented different essays that all agreed on the same thing: Israel is fundamentally evil, and the war in Gaza is the most important moral issue of our time. There was no dissent, no uncertainty, and no acknowledgment of complexity—just a chorus of moral condemnation dressed up as diversity of perspective.

What I didn’t fully articulate is how these essays reflect a deeper crisis in education: the replacement of critical thinking with ideological performance. These supposed educators are not reasoning. They are not testing ideas. They are adopting a narrative and policing allegiance to it. And they are justifying this as morally urgent.

In short, they are doing exactly what educators should not do.

This isn't just happening in elite academic journals. It’s becoming the norm in public education as well. In the United States, what is taught in red-state schools is increasingly different from what is taught in blue-state schools. In many Western school systems—especially in the U.S. and Europe—decolonial theory, Marxist frameworks, and identity-based politics are presented not as topics for debate but as moral baselines.

The loss of factual accuracy is not the biggest problem. It is that the students are not learning to think for themselves. They are being force-fed simplistic, and often wrong, ideas as moral.

What passes for debate today is often just factional disagreement within a shared ideological frame. The EPAT essays, for instance, were not debating whether Israel might be justified in defending itself, but whether Israel’s supposed crimes reach the level of genocide or not. That is not debate. That’s like arguing whether a man abused his wife emotionally or physically—without asking whether he did it at all, or whether she might have attacked him first.

We need a better framework. And that’s where the AskHillel model of ethical reasoning comes in.

AskHillel offers a structured, secularized ethical system built on three tiers:

🔹 Level 1: Core Ethical Anchors: These are universal, non-negotiable values that frame all moral discourse:

Human Life – protection of life and well-being
Dignity – every person has inherent worth
Truth – honesty, accuracy, and intellectual integrity
Justice – fairness, both procedural and substantive
Responsibility – mutual care and accountability

🔸 Level 2: Primary Civic Duties: These are the active obligations of ethical citizenship:

Do Not Enable Harm – prevent systems that cause or conceal damage
Care for the Vulnerable – active support of those at risk
Responsible Speech – avoid dehumanizing or dishonest rhetoric
Support Family and Community – recognize embedded roles and duties
Care for the Self – health and self-respect as public goods

⚖️ Level 3: Contextual Amplifiers: These shape tone, restraint, and wisdom in difficult situations:

Benefit of the Doubt – generosity in interpreting others
Beyond the Rule – ethical flexibility beyond minimal compliance
Moral Modesty – humility and acknowledgment of uncertainty
Gratitude – awareness of moral debts and context
Learning as Duty – curiosity and intellectual growth as ethical imperatives

This approach changes everything.

Rather than fighting over outcomes or partisan identities, classroom debate would focus on what values are in play, and how they were applied. Did each side uphold its stated values? Did they abandon one to serve another? Was that justified?

Students can learn to trace hidden values, not just judge surface opinions. For example:

In studying slavery and segregation, don’t just say the South was wrong. Ask: What values did the South claim to uphold—order, law, culture—and how do those values compare to justice and dignity?
In studying protest movements: When does loyalty to community outweigh personal conscience, and when must that loyalty be broken?
In studying global conflicts: What is the line between national defense and collective punishment? What does “truth” mean when both sides claim it?

Students naturally gravitate toward the better moral path when given the chance to think in value terms - but they also gain respect for the structure of opposing arguments. And nearly every historical conflict is a conflict of values.

Even the worst regimes in history cloaked themselves in values:

Nazi Germany justified itself with appeals to national pride and racial health.
The Soviet Union claimed to uphold worker dignity and economic fairness.

Instead of dismissing them as irrational evil, we should help students analyze how seemingly noble values, when unmoored from other ethical anchors, can be twisted into justifications for atrocity.

This isn’t just about history. Students deal with value conflicts every day:

Do I go home for dinner as my parents asked, or keep playing with my friends?
Should I defend a friend with unpopular views, or distance myself to avoid social blowback?

When students learn that every decision is a balance of values, they develop ethical literacy - a lifelong skill more powerful than any ideology. They also learn to make better decisions and advocate for themselves more clearly.

AskHillel also allows for cultural and moral pluralism. Different communities may prioritize different values. That’s fine, as long as none of those values violate core ethical anchors like dignity and life.

Students can be taught to respect others’ frameworks without losing confidence in their own. This opens the door to real dialogue—not just tolerance, but moral conversation.

Some classical education theorists have proposed cultivating individual virtues like courage or wisdom. But AskHillel is different.

Virtue education centers on personal growth. AskHillel centers on relational obligation - how you affect and answer to others: your family, your community, your country, and the world.

It doesn’t just ask, What kind of person are you becoming? It asks, Whom do you owe? What must you uphold?

This is a better moral foundation for education—because it teaches responsibility before pride, clarity before ideology, and accountability before performance.

Without a coherent moral framework, students are left vulnerable - to propaganda, peer pressure, and moral confusion. They are told what to believe without being shown how to reason. They are punished for dissent without being taught how to argue.

AskHillel offers a solution: a values-based, relational responsibility system that scales from personal life to global politics. It is the foundation of an education system that builds thinkers, not followers—and moral adults, not ideological weapons.

We need this in classrooms now.