Abstract
Security knowledge in all fields has historically been a double-edged sword. The information that makes it possible to protect a system, an activity, or a person, is also the information that can be used to harm that system, chat activity, that person. How knowledge is used, and the opinions of who ever is judging that use, makes the difference. The debate regarding appropriate teaching philosophies for security educators is a longstanding one, with modern battle lines drawn primarily around two philosophies <sub xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">e</sub> fense assurance and attack understanding. Most educators fall somewhere in between these perspectives.
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