This study aims at contributing to the solution of the question of the subject- -matter of Marxist pedagogy. The author differentiates between the developing of pedagogical thinking and the constituting of pedagogy as a science. The study also briefly mentions the factors which were instrumental in constituting pedagogy as a science. It delimits the basic theoretical and methodological problems characterizing the constitution and the development of pedagogy. A qualitatively new stage in the development of pedagogical thinking is the emergence of Marxist pedagogy. Taking in to account historical development, the author characterizes the striving of Marxist pedagogy to delimit its own subject- -matter. He goes on to clarify some new tendencies which lead to expanding the subject-matter of pedagogy. At the same time he formulates and analyses some outstanding problems connected with the delimitation and a more precise definition of the subject-matter of Marxist pedagogy. They Include such problems as the comprehensive character of education, which is investigated by a number of sciences, and the specific character of the phenomena forming the subject-matter of pedagogy, questions concerning the structure of educational phenomena and the structure of the pedagogical process as a whole, the relationship between education and other kinds of activities, the influence of the processes of integration and differentiation of the pedagogical science upon making its subject-matter more precise.