The text focuses on clarifying the term „vzdělanost“ (variously: „education“, „learning“) which is often used in Czech pedagogical theory and other social sciences but which is not precisely defined and has no direct equivalent in other languages. In English the only possible equivalent is the term, educational attainment, but this only expresses one of the several meanings of the word „ vzdělanost“. In the text the following meanings of the word are clarified: (1) Achieved level of education in the population of the country, e.g. proportion of people with higher secondary education or university education. (2) Educational results of pupils produced by school education and measures e.g. by PISA tests. (3) Functional literacy of the adult population. (4) Attributes of the educational system of the country which are the basis for the creation of a certain degree of learning in the population and are quantatively represented. (5) Education as ap art of national culture, as studied for example in ethnology of cross-cultural psychology. (6) Education in the sociological sense, manifest for example in the educational value preferences in familes. (7) Education in historiographical study of the development of schooling and learning in the context of social development as a whole.
The author concludes by arguing that the concept of „vzdělanost“ is multidisciplinary in character and therefore needs to be clari-fied not just in its relationship to educational theory, but also in combination with the interpretations offered by sociology, theory of culture, cross-cultural psychology, his-tory etc.