In the course of the long 18th century, basic conceptual and discursive changes took place in the western world. Even words which remained the same took on new meanings.The new concepts indicate how the social reality is comprehended in the modern era. Various segments of the population relied on them to act, to understand, interpret and reform reality.These concepts are crucial to the discursive constitution of the world. They take part in the dissolution of the ‘old’ world and the emergence of a ‘new’ one.They do not merely reflect structural patterns; they accompany and stimulate an ongoing transition process.This article deals with a small aspect of the historical co-evolution of concepts and structures in education. It examines the non-random character of the variations in the discourses on the social function of education. It offers an analysis of the changing relationship between education, politics and economy in that period. It analyzes how different conceptualizations of the function of education are both a factor in, and an indicator of, the morphogenesis of the modern educational system.
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