ABSTRACT
This chapter aims has not been to offer a blueprint for good education but rather to stimulate discussion about what good education might look like and to indicate the parameters for such discussions. It indicates several reasons why the question about good education almost seems to have disappeared from the "radar" of educators, educationalists and educational policy makers. This is partly due to the rise of the language of learning and the more general "learnification" of education. Under the condition of democracy, education is never just a private good. In discussions about the aims and ends of education one should make a distinction between three roles or functions of education. The three roles of education are referred as qualification, socialization and subjectification. Whereas the distinction between these three functions can be seen as an analytical device. The engagement with this question is perhaps the point where everyone encounter the end of learning and the beginning of education.
