Educational aims cannot be conceived without referring to the social-political-economic context in which they are rooted. Many authors, including Honneth, Lipovetsky, Chomsky and Laval, condemn the unequal character of contemporary societies characterized by individualism and consumerism in a universe dominated by a globalized market economy. To this portrait must be added the rise of fundamentalism, radicalism and its associated violence. Technological advances, while they have contributed to information dissemination, have at the same time engendered a proliferation that results in the fragmentation of knowledge without concern for its accuracy. In this context we examine what the foundations and objectives of education might be, agreed to by which social authorities or actors, and what person this education should educate.