Abstract
The article starts from an analytical description of the Enlightenment Programme which it equates with modernity. It raises the question of the extent to which this Programme has foundered or come to an end. It explains the important critique that post-modernism offers of Enlightenment knowledge and the relevance of this to education systems. It then goes on to consider the notions of Europe and of Europeans. It suggests that this terminology has as much to do with social inclusion and exclusion as with geography. It then critically examines the possibility that fractured systems of educational structures are a manifestation of post-modernity. It concludes with an examination of the relevance of theories of post-modernism to school and university knowledge systems. It highlights the conflict between diverse knowledge and culture and centralising state curricular systems.
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