Authority is legitimized by the willingness of those subject to it to accept it. Authoritarianism develops when those subject to authority must be coerced into accepting it. This paper argues that to maintain legitimate authority and avoid becoming authoritarian, educators, educational institutions, and educational systems must be willing to change to satisfy the evolving needs of the people they educate. The paper looks at the ways in which knowledge can be defined and categorized and at social developments that change the values of different categories of knowledge. Also considered is the extent to which the criteria and methods used in assessing knowledge acquisition can influence the nature and consequent value of the knowledge taught. The paper questions the relevance of reforms made in the name of quality. Some implications of and challenges to Piaget's theory of cognitive development are also reviewed as they affect common assumptions about the ways knowledge can be categorized, transferred, and valued. The paper concludes by noting the dilemma faced by educators wishing to respond to the unique demands of groups within the society while encouraging socially beneficial communication among these groups. Illustrations of educational authority and authoritarianism are provided from Australian experience. (PGD)