This paper explores dimensions of the process of education by elaborating on the moral complexity of deception as delineated by David Nyberg. Questions examined in the paper include the circumstances under which deception may be acceptable and useful and how deception may function to augment self-direction. The paper takes the position that the most dangerous form of deception is self-deception. This study offers highlights of Nyberg's paper as well as a brief overview of some elements of gestalt philosophy (the basis for the remarks on Nyberg's paper). Conclusions discuss how schools may better serve a democractic society by shifting the curricular emphasis from socialization as the primary goal of instruction to the development of independent, inventive thinkers and doers as the temporary primary goal of instruction; temporary because eventually a democratic society needs a balance between the socializing and the development of independent thinkers. (JD)