 Contrary to what Montaigne and Hobbes had claimed, Rousseau argued in Emile, or Education that good education can free conscience from the corrupting influences of societies. Actually, one of the aims of education is to render the young autonomous moral thinkers and agents by teaching them how to critically examine and, if necessary, replace received norms (Rousseau 1762; see Sorabji 2014, for a discussion). The idea here is that conscience is what remains of our innate moral sense once we free it from “childish errors” and “prejudices of our upbringing” (Rousseau 1921 [1762]: 253). As Rousseau presents it,