The study from Antonim M. Dostál tries to deteet the implicit sources of ideas penetrating current conceptions of educational and instructional systems. These have mostly negative consequences for the contents and the aims of education based upon the one-sided philosophical and scientific objectivism and rationalism.
The author lists some examples of philosophers and scientists criticizing such conceptions of science and of philosophy. Me considers that the present study should be a warning to all those conceiving new projects in the field of education for the present and for the future.