Does police ethics allow exceptions to ordinary morality, as these informal codes seem to suggest, rather than just the addition to which Davis draws attention? In this response, the author links this question to a larger debate in professional ethics about role morality and, implicitly, the problem of "dirty hands." This response also notes a shortfall in Claxton's discussion, seeing in his view of education as a creative, self- transformational process the beginnings of a more radical transformation. Drawing on the work of Paulo Freire, the author notes the "liberating" possibilities of an education that elicits students' construction of knowledge and draws on their own experience. Minority students involved in an analysis of criminal justice concerns could result in a constructive critique of the status quo. 22 notes