ABSTRACT
The usual picture of the years of graduate study is one of blissful learning at the feet of scholars and of congenial companionship with peers. While both of these exist and are essential to morale, I wish to suggest another and more creative model for what actually takes place—a conflict model in which the graduate student learns the skills and acquires the tools by which he revises and overthrows his teachers, just as he in turn will be superseded by his own students.
