Abstract
A thought of education can be regarded as a three-layer structure : 1. the ultimate, unanalyzable value preconceptions which cannot be tested and confirmed by intersubjectively available procedures of our world of experience, 2. the network of concepts as intermediate ideational constructs, 3. the individual, close-to-perception facts, which are data for our purposive educational actions.
The task of educational philosophers is to analyze and clarify the concepts in this conceptual network so that the present educational research may be freed from logical and semantic confusions and inconsistencies. Especially in this country, the educational philosophers themselves benefit by this analysis work because they can get cured of their deep-seated diseases like capricious use of language, parrot-like recitations of the big thinkers' words, irresponsible escape from serious, thought-provoking problems of educational practice.
