AB,
(A) I can't honestly recall any feasible explanation for what determines the events which drive our free thought processes. I do not think we even managed to define what constitutes a "thought".
Then you memory fails you - partly because you still cling to your misunderstanding of the "free" of free will, partly because what "drives" things is the causal events that precede them, partly because you fail to grasp still the nature of emergence, and partly because the argument from personal incredulity is
still a bad argument.
We can discuss what constitutes a thought if you like, but that's a separate matter to the string of errors on which your basic position rests.
(B) They do not make a free choice in primary school. They will have opportunities to make that choice when they have matured, and it will help if they have sufficient information to make a good choice.
First "sufficient information" and being told things as facts by authority figures who cannot possibly know them to be facts when you're too young to critique those statements with critical faculties are different things.
Second, it should at least give you pause I'd have thought to reflect on the fact that children at muslim schools tend to go on to be muslims; children at Jewish schools tend to go on to be religious Jews; children at christian schools tend to go on to be christians etc. That's
why their religions want them young - get them early and you get them for life, or at least you greatly increase your chances of doing so.
