Abstract
This study portrays the present social trends of the educational system against the background of the transformation of the social institutions that emerge as a result of the general changes to the social paradigm. These transformations have a direct impact on questions over classical humanistic ideals and educational goals relating to the social perceptions of the status of educated people. The aim of this study is to discuss the conditio postmoderna in the education system following the Declaration of Bologna, especially emphasising the thinking of K. Liessmann and G. Lipovetsky. This study also indicates the paradoxical effects of the reform process and compares them with classical ideals of the educated.