The overall reasoning that forms the backbone of this dissertation is summed up in the following points: (1) we live at a global turning point in the history of humankind and, therefore, education and pedagogical science need to assume their central and active role in building a sustainable global future; (2) to do this, the science of education needs a generally acceptable philosophical foundation, a credible meta-theory for enabling the holistic and coherent exploration of the phenomenon of education; (3) it is plausible to pursue this by focussing the science of education on the universals of education instead of its mere particulars; (4) the general epistemological paradigm of science, mainly used by natural sciences, can be meaningfully applied also to the study of educational universals, while avoiding the pitfalls of a merely positivistic approach; (5) the theoretical model provided by General Systems Theory appears to provide a good basis for the formulation of educational universals that would correspond to the futuristic role of education as an agent of change in the paradigm of globalization.

Science seeks to unravel the essential reality of things, which in turn requires focus on the universal qualities of reality. Within the science of education, this would mean the study of the phenomenon of education as a whole and focus on the universals of education. At present, however, the study of the particulars of education is the target of the majority of pedagogical research and theory. This excessive focus on particulars is due to certain ingrained habits of the scholarly mind, which in turn is attributable to the power of tradition. This power generates certain fears and caution against human and educational universals. It is feared that positivism would be reintroduced into human sciences if universals are viewed through a realist interpretation and natural scientific epistemology. While understandable, such fears constitute an obstacle to the potentially beneficial effects of such interpretation and epistemology.

This dilemma can be solved by acknowledging that science without holistic vision is prone to dogmatism. If interpreted broadly, a realist view on universals and a natural scientific approach can be instrumental in avoiding dogmatism in science. Therefore, this research seeks to take the first modest step in focussing the attention of the science of education on educational universals. It seeks to demonstrate the philosophical and meta-theoretic feasibility of educational universals through a study of the applicability of General Systems Theory to the science of education.

The overall postulate of this study is: The general epistemological paradigm of science and its method of exploring universals, mostly used by natural sciences, are relevant and applicable also to the paradigm of the science of education. The main hypothesis, on the other hand, is: If the science of education is to focus on educational universals, General Systems Theory is fundamentally relevant for this quest. From these points of departure further hypotheses are proposed that reposition the science of education in a systems theoretical philosophical context. Such systemic hypotheses on the phenomenon of education include: (1) education is a universal function manifest in evolutionary systems, the holistic process of interaction and transformation that guides a system's evolution towards the realization of its potential; (2) self-conscious and purposeful systems can produce intentional and goal-oriented educational processes; (3) conscious choice of educational goals and models affects the future and is a manageable tool for purposeful evolution; (4) there are universal principles and ideals that are critically relevant to the realization of the potential of human systems and, thus, bear directly on the appropriate educational paradigms and goals to be adopted.

In order to get some tangible understanding of the plausibility of the proposed hypotheses a speculative test is carried out -- an empirical study that takes as its basic postulates the proposed hypotheses, as if these were generally accepted and established presuppositions of the science of education. This recursive approach thus examines the plausibility of such hypotheses as a basis for educational research. The results of the speculative test indicate that the original hypotheses can provide a meaningful and relevant conceptual frame of reference for educational research.

It is proposed that, if such hypotheses are accepted, theorems on human reality and on human education can be formulated that provide theoretical tools for pursuing a global ethos. Such a framework can enable some measure of objectivity in seeking constructive educational goals and values (or "good education") that would be relevant to the global turning point of humankind. In conclusion, the study suggests that holistic vision and meaningful scientific thought within the science of education can result from a focus on universals regarding moral existence and global ethos; it also proposes that the general epistemological paradigm of science and General Systems Theory are applicable to, and fundamentally relevant for, such educational universals. This means that it is possible to investigate ontological approximations of educational universals through empirical observation, and it is also possible to pursue alternatives for an ethically justifiable and futuristically sustainable human paradigm through practical educational measures.

Our global state of change presents us with a fundamental futuristic choice: Do we want to be reactive pawns drifting in the flow of global change, or do we want to have some control over our futures and manage change towards a desirable and sustainable paradigm of globalization? It is this latter choice that brings educational reform to the centre of discussion.