The Social and Cultural Impact of the Building of an Europe of Education The European Union has few direct responsibilities regarding education, yet the process of European construction has obvious consequences on education, as the Bologna process shows. But is its role constructive, as in national constructions, or deconstructive? Education here consists in preparing the human community on a territory going through economic expansion, and it is when the Europe-wide market opens that the EU needs it, and that it becomes relevant to the European community. But when a market goes beyond national boundaries, what becomes of the communication of cultural homogeneity, which the State has transformed into a powerful tool for growth, as E. Gellner has shown? This paper shows that the main question is that of mobility and exo-socialisation, as Gellner calls it, and that school systems are not affected in homogeneous ways. The new form of exo-socialisation is cosmopolitan, is not very relevant to primary school, a bit more to secondary school, and concerns mainly higher education. Thus do the states manage to combine national identity and exo-socialisation. What we are seeing is the differentiatedimpact of exo-socialisation, and the appearance of a new habitus tending towards diglossia, which is first and foremost a characteristic of the elites.