Like many my age, I stopped believing in God in my late teens. Maybe it was after a philosophy class on Feuerbach, or maybe just too much internet. What I know is that the whole divine setup started to feel more like a plot hole than a revelation.
At the time, I didn’t quite realize it, but losing my belief in God wasn’t just about ditching the Sunday liturgy—it also meant losing the moral framework that came with it. Suddenly, I’d catch myself wondering what I was supposed to do in life. I still had this fuzzy idea of wanting to be a “good person,” but I wasn’t sure what the concept meant anymore. So, I defaulted to a strategy of "be kind to everyone and hope that's close enough."
Then, during my vagabonding through university, I started bumping into new ideas—moral relativism being one that stuck. How did I first hear about it? I stumbled into a professor’s talk because I was hoping someone I fancied might show up. Instead, I got moral relativism. Life’s funny like that.
"Every culture has its own morality! So morality must be arbitrary!" I was very impressed. For the next few years, I took moral relativism as gospel, which, in hindsight, said a lot about the state of my young and confused brain.
Another takeaway from my student years was a certain university ethos: fight power, because the powerful are often the oppressors. It felt pretty intuitive to me—I'd always been wary of power and, honestly, still am. Plus, who wants to be on the side of the oppressor? No one likes waking up in the morning knowing they’re the villain of the story.1
At some point, I found myself living with a weird superposition of ideas. On one hand, morality is subjective, maybe even a complete human invention. But on the other hand fighting the oppressors is a moral duty and tolerance is one of the highest virtues.
I have to admit, juggling this hodgepodge of beliefs wasn’t exactly a recipe to inner peace. At one point, things got bad enough that I was prescribed antidepressants, and I can’t help but think part of the problem was my own tangled, confused ethical framework.
As stupid as it may sound, one of the things that—I believe—helped me pull out of depression was reading philosophical and scientific works on morality and meaning. For some people that might have the opposite effect, but for me, it was a lifeline.
What surprised me wasn’t how different the various ethical theories philosophers developed were, but how much they actually converged. Suddenly, the question wasn’t “Is there a right answer?” but “How do we get the obvious answers right together?”. Thanks, Parfit. I also realized that my moral dogmas—being kind and hating power—weren’t the whole picture of morality. Too much empathy and tolerance could lead to self-neglect and make it all too easy to become an enabler for bad actors. Weakness doesn’t automatically translate to goodness. Even the downtrodden can be bad.
Slowly, the fog of “what should I do with my life?” began to lift. My dive into morality made things clearer: I was supposed to make the world a better place, to be useful. People would like me for it, and—just as important—I’d like myself more. The goal was simple: contribute some happiness, fight suffering. That was the meaning of life.
Essentially, I arrived at the most ordinary and banal conclusion imaginable, but now, it satisfied me. My journey was unconventional, and my perspective—by definition, unique; I doubt others would necessarily reach the same endpoint. I only mention it because it highlights a broader issue in our current "crisis of meaning."
For centuries, religion held a near-total monopoly on morality, offering a structured guide for how to live. But as more people find these frameworks increasingly implausible, some—like me— ended up adrift, searching for something to anchor us. In the absence of clear moral direction, humans instinctively latch onto whatever feels plausible or appropriate, hoping it will provide some sense of guidance. This chaotic process doesn’t always lead to the best outcomes.
But it doesn't have to be this way. We can still provide some structure, we can decouple the teaching of morality and meaning from religion.
I’m not suggesting we teach a morality in school, but rather morality itself—exploring the approaches of major religions, highlighting their common ground like the Golden Rule, diving into key normative theories, and even looking at what scientific research tells us about meaning and moral behavior. Things like "tit for tat with forgiveness" or other evidence-based strategies for cooperation and ethical living.2 Morality is such a crucial aspect of human and societal flourishing that it feels odd to leave it as something you have to figure out from scratch—especially when, for centuries, we’ve had dedicated religious institutions teaching their favorite version.
People will inevitably search for direction and meaning in life, and while we don’t have the Ultimate Truth™, we’ve got some solid leads. Perhaps we should be more upfront with them.
It wasn’t until later that I started to realize those simple, good heuristics—the ones telling you to be cautious around power—could twist themselves into something else, something a lot more rigid. A kind of dogma that says any kind of power is bad, period. Over time, I gave it a name: the “oppressor-oppressed moral theory.” Powerful people are always the oppressors, oppressors are villains, and so, naturally, power itself must be evil. Case closed. It’s neat, tidy even as far as moral theories go. Except it’s obviously wrong, for some counterexamples see here.
To convince even the most skeptical, you could point out that, even from a purely selfish perspective, morality is a smart long-term strategy for personal happiness. You'll distance yourself from people you consider less moral, and people who see themselves as more moral than you will avoid you. Over time, this leaves you surrounded by people who share roughly your moral standards. But for that to actually be a good thing, you have to act morally yourself.
Some of you might be wondering if this would even work. Would teaching children about morality make them more moral? The current scientific evidence suggests; yes it would.
In the 1970s, there was a philosopher and educator named Matthew Lipman. He was concerned about the reasoning skills of the students he taught at Columbia University. He founded “Philosophy for Children” with the goal of training children in reasoning and evaluation. Instead of teaching philosophy like at a university, he had them think and discuss concepts that were important to them.
Lipman wrote short stories in which young characters asked questions that they thought were important, this then led to discussion between teachers and students and thus would foster the creation of an “inquiring community. “Philosophy for Children” was later shortened to P4C. The P4C material has changed a lot over the years, but generally it is still a short story, picture, poem, object or some other stimulus that prompts the P4C students (ages 6 to 16) and the teacher to discuss. The children then take time to come up with their own questions, which are then briefly discussed before one is selected for more extensive discussion. ( Lipman, M. (1991) Philosophy for Children, in: Costa, A.L., 1991. Developing Minds: Programs for Teaching Thinking. Revised Edition, Volume 2. Association for Supervision and Curriculum Development )
Research into P4C has been primarily focused on cognitive skills, which there's a large body of evidence it significantly improves (García-Moriyón, F., Rebollo, I. and Colom, R., 2005. Evaluating Philosophy for Children: A meta-analysis. Thinking: The journal of philosophy for children, 17(4), p 13-23)
However, there is also a smaller body of evidence indicating that P4C contributes to moral development. Schleifer et. al find that P4C improved children along four key moral dimensions: recognition of emotions, autonomy, judgment and empathy. (Schleifer, M., Daniel, M.F., Peyronnet, E. and Lecomte, S., 2003. The Impact of Philosophical Discussions on Moral Autonomy, Judgment, Empathy and the Recognition of Emotion in Five Year Olds. Thinking: The Journal of Philosophy for Children, 16(4), p 3-13 )
Josephine Russell researched another method of philosophical reflection very similar to P4C. In this method there is a qualitative improvement in moral conscience and an improvement in the ability to reciprocate when we are in conversation with others. (Russell, J., 2002. Moral consciousness in a community of inquiry. Journal of Moral Education, 31(2), p. 140-155)
However, relatively little research has been done on moral growth, so this aspect cannot be as robust. However, reference can be made to a research methodology that examines the impact of P4C on various affective traits. These traits include: self-reflection, openness, respect for others and their rights, assertiveness, kindness, cooperation, tolerance for the unconventional, reflexivity versus impulsiveness, achievement motivation and flexibility (García-Moriyón, F., González-Lamas, J., Botella, J., Vela, J.G., Miranda-Alonso, T., Palacios, A. and Robles-Loro, R., 2020. Research in Moral Education: The Contribution of P4C to the Moral Growth of Students. Education Sciences, 10(4), p 118-120)
With increasing interest in this field, more data on it will likely be available in the future. Overall, it seems clear that children benefit from teaching philosophy, with the strongest evidence so far on reasoning skills. Note that these lessons lasted 16 months at most. It seems likely that if children and teens at all ages were taught philosophy as a core subject, such effects would be significantly greater and, given the evidence for long-term effects, would continue even when the children are adults.
Some of you might be concerned that this points mostly towards it making children more moral with regards to other humans, but, some of you might object, the biggest moral impact we can have is the billions of animals suffering in factory farms. Do these lessons only make us behave better towards fellow humans or do they also make us better towards animals?
The scientific evidence is not as strong here, but what we do have suggests that it does make children more animal-friendly. In one study, it was shown that teaching high school students about animal welfare can lead to a reduction in meat eating (Bryant, C. and Dillard, C., 2020.Educated Choices Program: An Impact Evaluation of a Classroom Intervention to Reduce Animal Product Consumption)
Another study focusing on college students found a similar effect (Schwitzgebel, E., Cokelet, B., Singer, P., 2020.Do ethics classes influence student behavior?Case study: Teaching the ethics of eating meat. Cognition, Volume 203, 104397)
Overall, the moral and scientific case for teaching children about morality seems strong.
I also rejected the religious-supernatural basis and other authoritarian bases for morality. I was also unhappy with the absurdity of moral relativism and the calculus of utilitarianism. Reading sociobiology (evolutionary psychology), I was better prepared to accept many of John Dewey's and other American pragmatist's notions, including the notion that we are individually responsible for making, revising, and replacing our moral habits. See Hugh Lafollette's nice summary of pragmatic ethics: https://www.hughlafollette.com/papers/pragmati.htm