 We also need an account of the flourishing that should be the aim of educational opportunities. Is it to be understood in terms of preference satisfaction? Or something else? Would it require autonomy? In choosing an account of flourishing, we have to respond to these questions and also be attentive to concerns about sectarianism. How can an undoubtedly controversial account of what makes a human life valuable (e.g., that a good life is an autonomous life) be a suitable basis for educational policy in a pluralistic society? Many liberals argue that families may justifiably reject, and request exemption from, an education that conflicts with their religious, cultural, or political views. They argue that an educational system driven by a principle of equality of opportunity for flourishing will not respect individuals’ entitlement to pursue their own account of how they wish to live, in accordance with their own reason (Rawls 2005). Of course, it might be pointed out in reply, that educational decisions made by parents affect not only their own views of how to live but also, and more importantly, their children’s. 