Conservative Judaism's shift from historical positivism to ideological pluralism has created a fundamental tension in its approach to theological education. At stake is whether ideology can be genuinely taught without devolving into indoctrination - a question that challenges the movement's educational foundations. Through philosophical analysis of teaching concepts, particularly Green's distinctions between training versus teaching and indoctrination versus education, this research examines Conservative Judaism's evolving relationship with ideology and pedagogy. Critical analysis of movement documents, especially *Emet Ve-Emunah*, reveals how Conservative Judaism's intellectual roots in Frankel's and Schechter's historical positivism originally sought objective criteria for Jewish authenticity, only to be replaced by contemporary relativistic approaches that undermine critical rationality. The analysis demonstrates that ideology inherently precludes the engagement of students' critical intelligence essential to authentic education. Both absolutist positivism and relativistic ideology prove problematic for Jewish education, as they abandon standards necessary for critical discourse. Conservative Judaism must reject ideological formulations and return to its commitment to critical scholarship and textual interpretation. Moving forward, theological education requires a conception of God committed to education rather than indoctrination, reflecting the biblical tradition's emphasis on moral reasoning and critical engagement with sacred texts. This approach preserves Conservative Judaism's foundational commitment to transmitting authentic Judaism through educational rather than indoctrinatory methods.