We think that currently the educational and non-educational global has illegitimately taken over the educational local in the modern institutionalized educational practices. The global imposes the educational monopoly over the local via the standards-based education. We see the solution not in changing the particular educational content of this educational monopoly, but rather to declare global educational neutrality. We see the legitimate role of the global in education in promoting educational pluralism and access to good education for all as a fundamental human right.

      We see the educational role of the State in:

1. Promoting financial conditions for the minimum human right of the universal access to good education as defined by students;
2. Safeguarding of educational philosophical pluralism;
3. Safeguarding of students’ educational interests;
4. Safeguarding of democracy in the society, which at times may interfere with the goal of education.

      We do not think that the education has to be in the business of creation of “the social cohesion agenda of education” (see, Bekerman, 2013, call for proposal) and/or “diverse groups’ integration” and/or nation-state building. Rather we argue that defining goals and quality of education belong to the local, private, sphere and is the primary business of education itself (Dahlberg & Moss, 2005). Furthermore, we argue that freedom of defining and pursuing one’s own education is a part of any liberal project along with freedom of speech, freedom of conscience, freedom of assembly, and freedom to leave any assembly. We are against balancing the forces of the global and the local but rather for prioritization of the local in defining education. In our view, education is always local and personal. We respectfully disagree with the goal of education as “creating shared meanings, while validating diversity, which is a pre-condition to securing the world guaranteeing our co-existence” (Bekerman, 2013, call for proposal). Rather, we think that the goal of education has to remain open, negotiated, and contested, being the object education itself. We encourage readers to read our full-scale educational pluralism proposal and more discussion.