The purpose of this study was to investigate the ideas of social utopia and concomitant education in Richard Rorty, a well-known neo-pragmatist American philosopher. Especially his views of human nature and human solidarity, his ideas of ideal society for those people as such he understood, and his expectations for education were examined. The result is as following: As for the view of human nature, Rorty takes an 'ironist' standpoint that does not allow any 'human nature' as coded in the form of essences of humanity. Rorty only concedes that man becomes man only as a result of experience and education. As for the ideal society, Rorty envisions a liberal ironist democracy where the principles of 'free speech' and 'pain reduction' are to work for those 'centerless networks of desires and beliefs', and where individual self-expression and self-development are highly encouraged but cruelty to others is considered the last sin to commit. And Rorty expects education to have two roles for those people in h s liberal ironist utopia. The one is enculturation or socialization, through which the would-be citizens of the society can equip themselves for common understandings and communications. The other is 'edification' or individuation, with the aid of which the members can create 'new languages' for new development and thereby well exceed the language they inherited through the process of socialization. In conclusion, Rorty's ideas seem to suggest that the teachers for the 21st century must be prepared with a new concept of education such as Rorty's edification, that we need to have a kind of sensitivity training for those qualities of moral sentiments or sympathies for others, and that we need to emphasize more on communicative competence than knowledge acquisition in the preparation of education for next generation.