How Does It Stand with Education?

As elite institutions, universities and schools, clone themselves across the world and as the worlds of indigenous peoples are invaded by the ubiquitous school, how must we account for the nature of education and its relations with its paradigm institution, the school? The education archipelago is ubiquitous, operating on the global scale, from the cradle to the grave. After the necessary collapse of enlightenment ideals, how can we read this condition? What is education in our world according to serious ontological examination? Consideration is given to the essential structure of education’s paradigm institution, the school, to emphasize the governmental world order now embodied in global education. Consideration is also given to the unanswered case of the classic sociology of education in declaring education’s ongoing complicity with the production and reproduction of inequalities. The myth of education as a redeeming or improving force is considered as an essential feature of its governmental authority. Enlightenment troubles and alternative currents of thinking are set against the ongoing educational myth. The idea of carcereality is introduced along with the cautiously expressed analogy of the education camp.