The purpose of this article is to explore what Michel Foucault refers to as "the" critical attitude and its relationship to science education, drawing from Foucault's (The politics of truth. Semiotext(e), New York, 1997) insight that "the" critical attitude is but "a" critical attitude. This article is a rejoinder to Anna Danielsonn, Maria Berge, and Malena Lidar's paper, "Knowledge and power in the technology classroom: A framework for studying teachers and students in action." Where Danielsonn and colleagues think with Foucaultian power/knowledge to examine and (re)consider teacher-student didactic relations in science and technology education, this article critically examines the power/knowledge relationship between science educators and science education to critically explore the modes of criticality produced and produceable. Particularly, I explore possibilities for and of critique that stem from and respond to what Bruno Latour ("Politics of nature: How to bring the sciences into democracy." Harvard University Press, Cambridge, 1993) refers to as the crisis and critique of critique. [For "Knowledge and Power in the Technology Classroom: A Framework for Studying Teachers and Students in Action," see EJ1173383.]