 Recent philosophical work has similarly undercut the sharp equality/adequacy distinction and shows how the two ideals are closely intertwined in the pursuit of educational justice. These approaches (e.g., Satz 2007; Anderson 2007) argue that adequacy in education has a relative and comparative component because the educational threshold depends on the knowledge and skills that others have, and so it is necessarily a moving target. For example, what it takes to serve on a jury, or to have an adequate opportunity for college, depends on the knowledge and skill levels of others. This “relational” approach to adequacy can respond to one of the strongest concerns proponents of equality raise: that because many of the benefits of education are positional, which is to say, their value depends upon one’s position relative to others, equality is the right distributive principle for educational opportunities. The meritocratic distribution of jobs, where the most qualified candidate is appointed (rather than the individual who is merely well-qualified), ensures that positionality is decisive in many cases. Conceptions of adequacy that are attentive to relevant comparative claims can address this issue and thereby deflate the tension between adequacy and equality approaches to distributing educational opportunities.