In this paper I explore critically the idea that education ought to be understood in terms of order. An interesting case is the educational policy of the new right of centre government of Sweden since order seems to be the very catchword for transforming the school system from one that emphasises "democracy" to one emphasises "order". Such a shift is evident for example when schools refer to the need for order as a reason for forbidding any other language than Swedish to be spoken during the breaks in school. This is currently the case in one school in the south of Sweden and is backed up by the right wing local board.This and other claims are here seen as being based on the common idea that the foundation or basic task for education is to uphold order through schooling. This order comes in different shapes - as the order of the culture we live in, as the order of laws and regulations and as the order of the society we live in. Since order can be understood as another word for not being surprised it seems by its very nature to be an anti-educational concept. An education that does not dealing with that which was not beforehand known would hardly be called education by any standards. Even so, the idea of order seems to have its very source of inspiration in educational theories, particularly and maybe ironically in educational theories based in both strong and weak forms of structuralism. Educational theories of reproduction and socialisation both claim that the basic order of society is reproduced through schooling. In this paper I take the view of Baudrillard who claims that order in society is the imposed order of capitalism. From such a stand point the order of education is not so much about an everyday understanding of keeping order in the classroom, or about how to foster pupils in good order to become disciplined workers in the society, but rather the very expression of the metaphysics of capitalism in terms of schooling. Schooling as an expression of this metaphysics of capitalism ordering society seems to give reality itself content and meaning. For instance in an interview conducted for a project exploring youth's relationship to democracy one 14 year boy says: "You do what you are told. You don't question school that is so to speak school. You always go to school and then you do what you are told and that's the way one has it. It is a part of life, all are used to it. I do not think that much about it, so it is only to live with it."Through Baudrillard (2006[1981]), Lefebvre (1991[1974]) and Bauman (2004[2000]) I explore some data from the project mentioned, and relate this exploration to some trends in right of the centre educational policy.As a result of the critical reading some taken for granted assumptions within this policy will be clarified. a Baudrillard, Jean (2006[1981]).Simularca and simulation. Ann Arbor: The University of Michigan State. Bauman, Zygmunt (2004[2000]). Liquid Modernity.Cambridge: Polity Press. Lefebvre, Henri (1991[1974]). The production of Space. Oxford and Cambridge: Blackwell.