Postmodernism means different things to different people. Linguistically, it must refer to some sort of reaction to unbridled or overzealously modern attitudes or practices. Charles Jencks shows how postmodern architects, for instance, have reacted against the cheap utilitarian designs they view as symptomatic of "Protestant" industrialism. Crucially, architects continue to rely on industrial processes; so Jencks defines postmodernism as a way forward that more self-consciously applies modern "discoveries." Postmodern educational thought, likewise, responds to the dilemmas posed by modern education, such as the ways it might impinge upon minority communities in society seeking out and sustaining their particular conceptions of knowledge, truth, and the good. Friedrich Nietzsche is one thinker who can be referred to here who sought in the early modern era to expose proponents of the Enlightenment's ideals of rationality and progress as "sly defenders of their prejudices which they christen[ed] "truths". This essay considers the potential merit of a Nietzschean postmodern education in light of his criticality toward modern projects like schooling and the morality of individuals serving each other in society in the name of progress, development, enlightenment, and so on.