I'm confused here as well as ambivalent. We make judgments as part of our work--when we grade students, when we write letters of reference, etc.--that are based on what students reveal to us and that help determine which of them will get which opportunities. Unfortunately, schools, colleges, universities are not just educational institutions, but also certifying institutions. Even if you write someone a "good" letter of reference, how "good" and what specifically you choose to say--after all, virtually all reference letters these days are "good"--leads someone else to decide whether to reject or accept that person. The fact that I don't say anything "negative" in a letter is a red herring if I know that a "good" letter will probably not be good enough to get someone into law school, that almost all the applicants will have "good" letters. On the other hand, as I said last week, my sense of honesty does lead me to tell students if I can't write a strong letter. Which helps create the situation where almost all letters are "good." But this isnt' really what's itching me. As educators we tend to focus on our students and what will be good for them. But when we certify them--and every passing grade is part of that certificate--we help them gain positions of status and power. When we teach them to master the discourse of, say, law or education or engineering, we help them achieve the subject position of that discourse, help them become what an occupant of that subject position is, help them become lawyers, teachers, engineers--even government and corporate bureaucrats. The certificates we give them often help graduates oppress others. The discourses one masters to empower oneself often oppress others. Of course, I myself do much more good that harm--and always make a point of warning my students that they cannot achieve these subject positions without becoming to some extent that sort of person. (Was "good that harm" instead of "good than harm" one of Freud's slips?) At any event, I accept these contradictions as part of my reality. But I do think our educator perspective focuses our attention on our students and deflects our attention from the extent to which a university degree empowers very many of our students to gain jobs that exploit and oppress others. I think we need to look at that, to take responsibility for that, and sometimes to say NO when we know a particular student is likely to be particularly oppressive (often with "good intentions"). One of the hardest--most "schizophrenogenic--things I ever did was, as a external reader on a thesis committee to refuse to pass the thesis (without radical revision and a new defense). I did it because I looked past the poor graduate student (who, in my view, had been failed by those who were responsible for teaching him) to all the students he would teach, if we certified him. I decided my obligation to protect them from being taught by him--and least until he learned what he did not yet understand--was my primary obligation. And who am I to make such judgments? I don't feel wise enough. But unless I quit my job, I can't avoid certifying. And not everybody should be certified equally--unless we do away with certification altogether. If I don't warn people that someone is oppresive (say, hates gays and lesbians) and he consequently gains a position of power (say, a lawyer and eventually perhaps a judge), am I not to some extent responsible for when he eventually does to gay and lesbian people. On the other hand, my father said I would be disowned if I became a stoolpigeon (or a scab or a pimp). I agree with Patrick's perspective. But I seem to have double vision. , Rick