In this paper I will explore the characteristics of contemporary educational cynicism, drawing from Sloterdjik and his Critique of Cynical Reason (Sloterdijk 2001).  Adopting a critical social science perspective, I will claim that eduational cyncisim is a contemporary governmental formation that transcends national borders, and is the product of a more widespread malaise in the West concerning the failure of education to establish secure normative foundations in modernity (see Allen 2014).

This paper will consider the historical construction of educational cynicism through a genealogy of its formation (building on previous genealogies of education, such as Allen 2013; 2014).   It will be argued that a widespread cynicism concerning the value of contemporary education serves as a principal impediment to educational reform, and restrains and conditions the formation and implementation of educational policy across Europe.  It has become a key governmental formation, influencing education through practices of cynical self-government (Foucault 2010).  This educational cynicism is embedded in a range of educational techniques.  As this paper will argue, it is to be found in policies and practices seeking to address the construction of hope (Webb 2013, Allen 2011), vulnerability (Furedi 2008, Brown 2012, Ecclestone & Lewisforthcoming), resilience (e.g. Procter 2013), happiness (Ahmed 2008, Suissa 2008), and emotional wellbeing (e.g. Gillies 2008) in educational settings. 

This paper will claim, however, that cyncism is not uniformly negative in its effects.  Building on the work of Foucault (2011) in his last lecture series at the Collège de France, I will claim that a specific form of cynicism could be beneficial to education, and should be encouraged.  This educational cynicism would pursue a different kind of educational truth, which is defined by its opposition to conventional educational policy, practice and understanding. 

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