Abstract

Ricœur brings an interesting definition of utopia and ideology. Every society, which has the intention to remain more or less stable, must reach equilibrium between the mentioned. Relying on his definition, we will also try to classify the “educational” notion of globalization. We are trying to find an answer to the question whether current educational policies are characterised, predominantly, by ideological or, primarily, utopian approach. Of particular interest to us is the question of whose interest is the evermore present unification of education, especially if we place the example of the Bologna reform under the magnifying glass. Is this a case of the combination of economic interests, or is it about the need of human as a being, i.e. as an individual together with its rights, if we emphasize universality, equality, comparability and competence in the educational process. Is the globalization in the field of education nothing more than a challenge of our age, or is this a case of satisfying the demands of certain economical interests in a complex capitalistic system? It seems that we are once again torn between the utopia of expecting the universal brotherhood and the ideology that justifies the interests of certain groups