After having underlined the fact that this century's biological revolution is not only the result of biotechnology and noted that the definitive suppression of final causes is a fundamental aspect of this sociological revolution, the author addresses the pseudo-concepts of "totality", "negation", and "possible". This is followed by a discussion of the transformation of the notion of "finality" into an operational notion, which in everyday language becomes "intentional finality". All of this has drastic consequences for the idenitification what is "good" for humanity, or, more precisely, what we should do with the products of science and technics. From this theoretical perspective, the author then considers the difficult problem of education, which he first examines in terms of its function, then in terms of its relationship to objective truth. The author concludes by arguing that the attitude which takes the form of a radical separation of the true and the good and which might eventually lead to relativism is not without a positive side. With respect to education, among other things, this relativism can lead to pragmatic, non-totalitarian education constructed around an always increasing demand for excellence in which pluralism would not necessarily entail sinking to the lowest common denominator.