Abstract
The concept of education for development is, like all other concepts of education, subject to numerous contemporary attempts of redefining which are often determined by different pragmatic-ideological requirements, so it is possible that this very important concept becomes the opposite of itself. Therefore, this paper analyzes the education for development through different theoretical approaches that have emerged through the development of education science. In this way, education for development is viewed through the basic tenets of normative education science, of spiritual pedagogy, critical science education and systems theory. In addition, the integrative pedagogical presentation of education for development is given through the theory of confluent education within which this concept is based primarily on education as a human (individual) and then as a social need. The substance of education in this concept is aimed to be preserved by depicting education for development in the context of different theoretical approaches of education science.
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