As the United States became more ethnically diverse in the 1970s and 1980s, and also more averse to authoritarian methods of education, the idea of teaching specific moral facts and values went out of fashion. Instead, the rationalist legacy of quandary ethics gave us teachers and many parents who would enthusiastically endorse this line, from a recent child-rearing handbook: “My approach does not teach children what and what not to do and why, but rather, it teaches them how to think so they can decide for themselves what and what not to do, and why.”15
