Abstract
This article presents metatheoretical analyses. Their subject is educational theory, while the aim is to formulate descriptive metatheoretical remarks on selected aspects of the functioning of educational theory as a sub-discipline of pedagogical science. To that end, the article provides terminological, definitional, historical and functional considerations regarding the metatheory and theory of education. In particular, it addresses the difficulties in defining educational theory, its normative and descriptive character and its dependence on worldview and ideological factors.
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