Crisis occupies an ambiguous place in the writings of Hannah Arendt. Not only does crisis undermine categories of judgment, but in doing so it eliminates prejudices as well, forcing us to judge without them. Although Arendt never had an opportunity to fully develop her understanding of judgment, we know that she considered it to be 'the most political of man's mental abilities,' and her writings on education reflect this. In her essay, 'The Crisis in Education' she draws a connection between judgment and crisis, linking it to the work of the classroom. It is this relationship, between crisis and judgment, that I examine. In doing so, I turn to two figures central to Arendt's work -- Immanuel Kant and Adolf Eichmann -- each of whom embody opposing aspects of what it means to judge, epitomized by a conceptual tension between example and cliché.