The accumulation of knowledge is seen to facilitate personal development. Masschelein & Koller (2003) argue that production of knowledge is a kind of ‘hard currency’. Through ranking and self-ranking a student becomes the object of his/her own judgement. At first the parents help the child to rank behaviors, then school is more or less working as Foucault’s panopticon, producing a desirable self-regulation. The gaze is central to this mastery (Lacan 2007). In the process of ranking a certain kind of ethics emerge as doing-well may become confused with the being-good and visa versa. Mastery means savior-faire, a knowledge which belongs to the body (Lacan1969-1970). If ‘what is produced’ (knowledge) is not considered to be ‘good enough’, one may attempt to look like fulfilling the expectations as if one has the knowledge. Being ‘seen’ is important here, specially being seen to be successful. Baudrillard (1994) points to the importance of building image in postmodern society: Making oneself seen is to put oneself into the circuit of desire - initiated by the gaze of the Other. New technologies such as camerasetc. promote the "gaze" enabling students to ‘see’ and to be seen, marketing their own product ‘self’ as excellent.