It seems strange to expect to accomplish that goal by ignoring the subject that has most to offer in moral education. Secondly, by refusing to take seriously young people's philosophical questions, we neglect a very valuable educational tool. Young people have some provisional answers to some of their philosophical questions. However, if they could be brought to realise that their answers were, for example, inconsistent or insufficiently argued, their grasp of matters of the first importance could be developed. It treats their confusion not as something to be instantly eliminated, but with respect.
People grow from a confused state.
Indeed, Aristotle said that the sense of wonder is the source of all knowledge. He is, in effect, a Socratic midwife to the pupil's process of learning. There is some evidence that if one takes seriously the way in which young people think, some of those who are alienated from the educational system because it does not address where they are at or what they are thinking might be more willing to stick around. Not all questions that human beings address have the character of a question in a pub quiz. Questions that have philosophical complexity are worth asking and addressing even though no single human being has a final answer to them.