<p>The term <i>whatever love</i> refers to a form of unconditional educational love that embraces the student’s inherent potential while respecting their freedom to choose whether to actualize this potential or to refrain from doing so. This study examines the concept of this love and explores the possibility of implementing it within the framework of critical education. The research question addressed is whether this form of love can be applied within the context of social criticism in education without undermining its essential character. The study presents the challenge that prompted this question: educational philosophy rooted in social criticism is portrayed by proponents of whatever love as representative of tough love, which differs fundamentally in nature from whatever love. The research question is sharpened by an additional problem: if whatever love opposes any preliminary value, how can the very value of this love be transmitted to students? In response to this question, this study proposes critical educational theology (CET) as an educational model that constitutes a branch of critical thinking. As part of its theological character, CET corresponds with apophatic theological traditions while incorporating critical philosophical principles, creating a foundation that preserves unconditional love for the student as a bearer of potential (whether actualized or not) while maintaining the capacity to transmit this very love as a sacred educational value. The study also demonstrates how CET enables the implementation of whatever love in education. The concluding section presents the study’s limitations and offers suggestions for future research.</p>