"The Deconstructed Campus: A Reply to Critics" responds to criticisms of precision education, an educational model proposed by James Mazoué in "The Deconstructed Campus." Precision education is characterized by the application of research-based principles to teaching and learning and is contrasted with legacy practices based on idiosyncratic and improvisational approaches to teaching. Five criticisms of precision education are examined in depth: Precision education 1) lacks empirical support, 2) confounds instructional methods with media, 3) disparages the role of teachers, 4) serves commercial interests, and 5) is a whimsical adulation of futuristic ideas. Each criticism is rebutted as well as the claim that precision education has dystopian implications for higher education institutions as centers of teaching and research. The paper concludes with the observation that a precision-based model of education presages an Educational Reformation that marks a shift from institutionalized forms of educational orthodoxy to de-institutionalized practices offering more effective forms of individualized learning based on the learning sciences.