The philosopher Justin P. McBrayer was astounded to learn that his son, currently in the second grade, was being taught a distinction between “facts” and “opinions” that left no room for moral absolutes. Such instruction seems to be endemic to primary and secondary education, and it has corrosive effects:
[S]tudents are taught that claims are either facts or opinions. They are given quizzes in which they must sort claims into one camp or the other but not both. But if a fact is something that is true and an opinion is something that is believed, then many claims will obviously be both. . . .
How does the dichotomy between fact and opinion relate to morality? I learned the answer to this question only after I investigated my son’s homework (and other examples of assignments online). Kids are asked to sort facts from opinions and, without fail, every value claim is labeled as an opinion. . . . The punch-line: there are no moral facts. And if there are no moral facts, then there are no moral truths. . . .
It should not be a surprise [in this light] that there is rampant cheating on college campuses. If we’ve taught our students for twelve years that there is no fact of the matter as to whether cheating is wrong, we can’t very well blame them for doing so later on.
Indeed, in the world beyond grade school, where adults must exercise their moral knowledge and reasoning to conduct themselves in society, the stakes are greater. There, consistency demands that we acknowledge the existence of moral facts. If it’s not true that it’s wrong to murder a cartoonist with whom one disagrees, then how can we be outraged? If there are no truths about what is good or valuable or right, how can we prosecute people for crimes against humanity? If it’s not true that all humans are created equal, then why vote for any political system that doesn’t benefit you over others?
Read more on New York Times: http://opinionator.blogs.nytimes.com/2015/03/02/why-our-children-dont-think-there-are-moral-facts/