Abstract

In Croatia the empirical science of education was regarded as the only serious scientific school of thought for a long time. The majority of scientific research was performed according to a scientific methodology which attempted to be as close to natural sciences as possible. Despite the requirement for scientific exactness some of the fundamental concepts were accepted without major dispute and analysis. The issue of legality and, consequently, the problem of causal method, and, in a broader sense, the issue of a »futurologist pedagogy«, represent the most important starting points of empirical science. In spite of the necessity to prove everything, these issues are covered with a few simple definitions and »serious science« builds upon them. This article attempts to ask questions about the starting points of the empirical science of education and to point out their contradictions which cannot be solved within the science itself