A founding purpose of public education is to adequately prepare children for thoughtful self-government, citizenship, and independent adult life. This end is served by having educators teach students not what to think about controversial or contested public matters but how to think such issues through. When educators fail in this essential duty, or when they allow their personal or political agendas to interfere with the best interest of students. While teachers enjoy enormous leeway as a practical matter, courts have consistently granted local school boards nearly unquestioned authority to set curricula. This reports proposes an alternative way forward, one that accepts--and even "encourages"--schools and teachers to embrace controversial issues in the classroom while preventing them from simply preaching their beliefs to students.