Overview and Introduction Papastephanou’s article “Globalisation, globalism and cosmopolitanism as an educational ideal” published in 2005 is the center for discussion in this paper. The article is focused on the problem of the failure to distinguish between the notions globalization, globalism and cosmopolitanism that leads to the failure to consider the place of the current education in the modern world and its role in the international affairs. The article starts with the discussion of the John Dewey’s words about the place of globalization and the absence of the international interchange on the level of education and knowledge. The main idea of the article is to consider the connection between globalism and globalization with the further reference to the in factual, emotional and intellectual significance of globalization with the purpose to show that cosmopolitan pedagogical ideal must be taken. Discussion of Diversity as Discussed in the Article Globalization is considered as “an ideological device that states and governments employ as an excuse for imposing certain policies that would otherwise fail to gain public acceptance or support” (Papastephanou, 2005, p. 534). Additionally, it is important to state that some scholars consider globalization as the denial of the reality which should not be taken for granted. Globalization should not be considered as the desire to do anything; it should be viewed at the events which are happening. The notion of globalism should be discussed as something different from globalization. Globalization may be viewed as the object of globalism which is defined as the ‘discourse in which the very idea of globalization is articulated, disseminated, justified, debated, in short, constituted as an object of reflection and analysis’ (Isin & Wood, 1999, p. 94). Globalism denotes the increase and spread of education using globalization as the foreign experience has become vital for those who have the desire to study. However, Papastephanou (2005) says much about educational frames and ethical dimensions which are considered within globalization. Taking a closer look at globalization and its impact on “unity and plurality, social and international justice, and emancipatory enrichment of humanity and protection of natural life” (Papastephanou, 2005, p. 535), the author of the article refers to the following categories which are going to be analyzed in detail, “nation-state and territoriality”, “diversity and homogeneity”, “identity and rootlessness” and “equality and life options” (Papastephanou, 2005). Analysis of the Philosophical Perspectives Advocated or Otherwise Discussed in the Article The nation-state and territoriality, according to the discussed article, impact human understanding of the educational processes via a number of issues. First of all, the author of the article refers to the tribal instinct of the citizens, which raises the competition. Thus, the learning and educational processes are based on the national and territory assumptions only when it deals about career competitiveness (Papastephanou, 2005). The notions of diversity and homogeneity are closely connected wit multiculturalism. Searle, Rorty, and Taylor (in Nicholson, 1998) have managed to prove th