Why might Adolf Eichmann represent educational success while Rosa Parks represents educational failure? This chapter addresses what Biesta terms the Parks-Eichmann paradox through the distinction between his reading of the two paradigms of Bildung and Erziehung. Bildung encompasses education as cultivation, the process through which individuals develop capabilities and cultural belonging through engagement with existing meanings. This tradition, which Biesta traces from ancient paideia through Enlightenment emancipation to contemporary debates about general education, has historically sought to overcome plurality by binding us all through the institution of a generality. The chapter explores three competing understandings of generality - epistemological, sociological, and networked - revealing how each shapes different possibilities for educational practice. Through Bruno Latour’s insights into metrology, Biesta demonstrates how apparent universality often masks the extension of particular local practices across networks of power. This analysis transforms Bildung from universal cultivation into contextualised engagement with plurality as difference rather than diversity. In contrast, Erziehung emerges as education’s existential dimension, concerned with arousing desire for grown-up existence, the capacity to say No to social expectations when human dignity demands resistance. In thus ‘solving’ the Parks-Eichmann paradox, Biesta shows that Bildung and Erziehung allow education both to honour cultural inheritance and enable the possibility of its transformation.