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Članek se ukvarja z delovanjem neoliberalizma na mikrosocialni ravni in na ravni individualne psihologije. Neoliberalna ekonomija pomeni zaostritev konkurenčnega pritiska in ocenjevanja ne le podjetij, temveč tudi posameznikov; hkrati pa neoliberalna politika pomeni depolitizacijo posameznikov, ki so le še podjetniki samih sebe. Neoliberalizem zato ne deluje kot klasične politične ideologije, ki so še predvidevale (in delovale na) politično subjektiviranega posameznika, temveč kot posebna etika vsakdanjega življenja, etika izbire, strateške racionalnosti investicij lastnega človeškega kapitala, ki je, ravno zato ker je apolitična, izrazito psihološka ter se izraža v epidemiji depresije in tesnobe na eni strani in množičnem iskanju sreče na drugi strani.

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Today?s discussions on education policy mostly consist of uncritical shuffling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge society, which is supposed to present an objective framework of education reforms. The aim of this article is to sketch the history of mentioned notions and to present a critique of theories of the knowledge society through an analysis of its tacit political content. To this aim, we took upon early neoliberal epistemology (Hayek and Polanyi) as well as its transition towards theories of human capital (Drucker and Machlup).