Although there seems to be a consensus among Croatian and international education theorists alike when it comes to the issue of values being an integral part of upbringing almost to the same extent as upbringing is a part of education, discord ensues as soon as implementation of specific values is attempted through official curricula. There is discord when it comes to specific values and teaching methods as well. In this paper, I will argue that this issue can be resolved by applying Rawls's theory of justice to the prevalent practices in upbringing and education, with some minor adjustments. Since the political and familial domains share three crucial characteristics, it is legitimate to expand the application of the public mind as the main principle of political domain, so as to govern both parental and educational conduct as well, which could in turn result in considerable changes in some traditional views on upbringing. By analyzing ideals of personal autonomy, liberal legitimacy and other main principles of Rawls's liberal theory of justice, and by applying these to parental and institutionalized educational conduct, I will try to offer an outlook on the proper educational and parental conduct from the liberal perspective. In the final chapter, I will defend the idea of cosmopolitanism as the right way to go at the crossroads of deciding on the appropriate educational policies in the liberal, constitutional regimes, the kind that most of contemporary societies strive to be, but seem to fail in this endeavour, which is confirmed in the light of numerous crises we are faced with lately.