At school, the issue of neutrality is usually heard as pertaining to religion and politics. But is it not more widely pertinent to any issue concerning daily life and society ? Is it not an issue in any field being taught which has potential consequences on individual behaviour, and which the French language designates in its schools by saying it « teaches towards » – «éducation à l’alimentation, à la santé… » ? This paper focuses on « education towards eating » where a risk arises regarding neutrality as soon as, through the introduction of models and slogans prescribing good eating habits, choices are promoted that are rarely put in question by pupils or their families. It shows that schools transmit slogans and models that they have difficulty putting into perspective. It highlights the importance of getting pupils to develop critical thinking through the acquisition of extraordinary reasoning tools enabling them to argue choices in the manner of eating according to social contexts.