The main statement of the paper is that the post-truth is expanding at an unprecedented rate, continuously forcing itself into new areas of public life and permeating millions of minds. This phenomenon has not so far been satisfactorily explained by researchers of global-range social phenomena. The paper presents various definitions of post-truth and its interpretations. The argument revolves around what truth means and what it is threatened by, as well as the most important institution that is, by definition, concerned about the truth: the university. The article outlines the functions of the university and contemporary conditions of its functioning, including the threats to the preservation of its mission and axiological foundation: striving towards the truth. The idea of the university, created in Europe at the beginning of the second millennium, has shown to be strong and durable. It has adopted various organisational forms, depending on the period and region. The secret of the universities’ persistence and meaning cannot be considered apart from the history of the European civilisation. However, the phenomenon of post-truth expansion is the most serious threat to this institution. The expansion of post-truth also leads to changes in the quality of the public life, bringing about its degeneration, with considerable contributions of the numerous pathologies of the Internet, distribution of lies and surprisingly quickly growing acceptance of this phenomenon.
Axiological chaos and unsustainable man’s acting in a contemporary world has led him to a total confusion. He constantly acts toward environmental and cultural degradation. Also in social dimension a permanent and “general” crisis dominates. The crisis is rooted on multi-category stratification and based on post-truth models of interpersonal communication in traditional and virtual realities. Neoliberal model of economical conquest, in turn, effects unsustainability in economic sphere. Thus, in common reception – for the most people in the world – such situation has become unbearable. So, it is the educators’ duty to look for – with the intention to put into practise – such concepts and pedagogies, which could prepare the whole global society to real – not declaratory false – co-creation of its life in the world, understood as an actual and common home. Taking such perspective, the theory of Argentinian philosopher – Ernesto Laclau becomes an interesting proposition. The time of mono-dimensional – protestant and neoliberal – interpretation of values comes to the end. Now the time has come to accept the equality of different – having their roots in various cultures – value understanding. Possibility of local and particular interpretation of values – along with maintaining the rule of common good – gives the chance to update the education according to real, thus multidimensional humanistic ideal. Such a standpoint presents a way to cure/reform intercultural education, which nowadays is at an impasse. Mainly it uses stiff schemes and repeated patterns, so it has become imitative and conservative. In its contemporary formula intercultural education is not able to respond to present challenges of multicultural and global society. The need to implant into its structure the concept of sustainable development emerges as a must.