The notion of globalization, which Andrutchenko (2001) defines as a "consequence of the development of human civilization," and the way it is related to the issues of education are being discussed widely today among Russian educational and scientific circles, education policymakers, scholars, educators, as well as school and university students. Some of the "discussants" fully reject and refuse to accept this phenomenon under pretense of its coming from the Western countries, thus its perception of being an alien entity, "spoiling" the unique Russian culture and the system of education. Others try to understand and accept this notion, placing it into the ranks of other philosophical and pedagogical questions on an equal basis. Still others completely accept the idea of globalization and associate with it all the progressive changes occurring now in the third millennium's pedagogical space. This article seeks to conduct a pedagogical inquiry into the annals of globalization. Only a small part of the issues surrounding this grand phenomenon, and its relation to educational matters are examined. Referring to the Russian objective reality, the author attempts to show that globalization tends to push people off their national educational traditions and canons, accelerate the ousting of traditional foreign languages under the growing pressure of English, and increase the gap between urban and rural education. On the other hand, globalization facilitates the integration of Russian education into the global educational space, promotes democratic reforms in the entire educational system, and helps conceptualize the ideas of global and multicultural education.