The only feasible path to a truly critical pedagogy is the destruction of the university. Before teachers and students ever arrive in the classroom, they have certain "places" within a blind, faceless institution which mark them in ways which must somehow be overcome for a truly critical pedagogy to develop. Analyzing how these roles are produced and reproduced ideologically suggests that the result of this reproduction is something profoundly anti-intellectual and anti-educational that is literally built into the system within which critical teaching methods must develop. Critical pedagogy must attempt to subvert these institutional constraints from within, and changing the system of power requires abandoning the goals of the "university" education and beginning to develop the tools for education. This does not mean quitting jobs or trying to shut down the university; rather, it means using the established institution against itself, creating spectacles in the university that might compete with those offered on television, and might thus help to bridge the gap between education and everyday life. Being critical means constantly traversing the artificial boundaries among disciplines, emphasizing the learning process itself rather than the list of works required for a particular niche-like specialization. Teaching should be more performance than ritual, and a goal should be to eliminate the deleterious effects of grades if not the grades themselves. (PRA)