This paper attempts to critically analyze the educational discourses and policies of the European Union over the last decade (2000-2010) in the context of the Lisbon Strategy initiatives (Council of the EU, 2000) and provide an account on "The Shape of Things to Come". It will be argued that the symbolic and actual construction of the "Europe of knowledge" has been dominated by "audit culture" discourses and practices (such as governmentality, performativity and accountability) which have been influenced by the new imaginary ideotypes of globalization, and knowledge economy/society, and which draw heavily on the neoliberal/technocratic rationalities of the emergent risk societies. In this context, it is argued, the changes in the EU educational paradigm construct new "geographies of knowledge" and "geometries of power" (Epstein, 2007: 6) within Europe, which inflict new, top-down knowledge/power divisions upon the EU member-states' educational planning and policies, literally establishing a modern Panopticon of a "measurable" Europe of knowledge, "governed by numbers". (Contains 8 footnotes and 2 figures.)