Making use of hermeneutic phenomenology and morality critique as methodological navigation points, this paper challenges the phantasmatic prestige and power of normative orders and the education systems that are designed to keep them alive. It is suggested that what education needs is not morals and ethics, but a pedagogy of discernment that will teach pupils to keep their eyes open and to recognise the tragic truth that normative systems maintain themselves at the cost of obliterating the onticity of singularisation, mortality and the non-normalisability of the human condition. [For the complete Volume 12 proceedings, see ED597979.]