In this article, an attempt is made to highlight critical intercultural education as transcending intercultural education. In particular, the critical elements of the shift of terminology from multiculturalism to interculturalism are first examined. Their differences are pointed out and the need to change the terminology is highlighted. Furthermore, the key points of intercultural education are highlighted and through the core of intercultural education itself, an attempt is made to highlight its critical elements, which may favor the emergence of a critical approach to intercultural education. Finally, based on the theoretical elements from the educational positions of the philosopher and theorist of Critical Theory, Theodor W. Adorno, as presented in his work "Education after Auschwitz", the basic elements governing critical intercultural education are presented.