Abstract
The authors of the article try to name the causes of the present day lack of interest in the theory of education and the reasons which might lead to a renaissance of this key pedagogical discipline. They warn against one-sided technical (or positivist) understanding of the theory of education as well as against one-sidedly functional conception of educational problems.
They appeal to the professional community to enter discussions about the theory of education in terms of its profile as a science, its methodological and philosophical foundations as well as its potential prospects. They emphasize significance of the discussion about the aims of education in the ambiguous post-modern situation.