The Educational World Order

The dominant mode of philosophy of education forecloses the ontological question concerning the relations between education and world. We can reconsider the global condition of manifest education by considering the proliferation of educational institutions with their governmental structures and functions. Resources for thinking otherwise are available, are powerful and urgent and combine to suggest a critique of the privilege accorded to ‘pure’ education by educational philosophy, education studies in general and even critical education studies (that turn out to be not so critical after all). The role of educational faith is contrasted with serious positions that undermine the ontotheological commitment to pure education.