This thesis utilises existing literature to critique the ongoing influence of neoliberal policies on education. It investigates how they conceptualise the roles of students, teachers, educational institutes, and the part this plays in reinforcing neoliberal ideals. These ideals include the elevation of the economy, and the promotion of individualism and competition. It argues that a focus on neoliberal ideologies leads to the ignoring, or de-valuing, of aspects of education which can help create more well-rounded individuals. Furthermore, it contends that educational spaces, and their outcomes, can be particularly problematic for subjects, and groups, whose identities do not align with neoliberal tenets. The argument is made that many of the outcomes of neoliberal education systems are negative, even for those who appear to be benefiting. The thesis points to issues which include increased inequality, and environmental destruction, as consequences of neoliberal education. The role education plays in shaping subjectivity, and therefore informing behaviour, is discussed. Then, the possibility of an end to neoliberalism as the dominant political and economic theory is explored. The case is made for education systems with reduced political influence. Finally, drawing on the work of Arthur Schopenhauer, a critique of the stimulation of egoism caused by neoliberalism is offered, alongside an argument for education based on a philosophy of compassion.