This research asks: Is there justification for education as a science? Science must unravel the essential reality of things, which in turn requires a focus on the universal qualities of reality. The realist, nominalist and conceptualist interpretation of universals need to be evaluated in order to address such universal qualities of reality.

Within the science of education, essentiality would mean the holistic study of the phenomenon of education -- in other words: the study of educational universals. Such a focus would broaden the rationale of the work hitherto done by educationalists and give it a coherent context. At present, there are no generally accepted universal ontological assumptions on the nature and education of human reality; the study of the particulars of education is the target of the majority of pedagogical research and theory.

The fixated focus on the particulars of education is due to lack of willingness to re-evaluate ingrained habits of the scholarly mind, which in turn is attributable to the power of tradition. The groundbreaking, non-traditional, educational work being done by many educationalists remain unintegrated islands of educational knowledge.

An informal and subtle form of tradition working at the core of pedagogical science, sustains lack of interest in educational universals and persists in the study of particulars and isolated philosophies, thus turning into atomistic dogma.

Articulation of the Quest: The relevant quest of the science of education, for the present, is: to empower the science of education to be free of the chronic pursuit of the particulars of education.

There exists caution against human universals as well as against educational universals. Fear of educational universals is targeted at the realist interpretation and natural scientific epistemology of universals -- that this would reintroduce positivism to the science of education. This fear is not expressed in denying them altogether, but in ignoring them, within a conceptualist frame of mind, by ascribing less reality to universals than the realist position.

Educational universals can be seen as plausible, for instance, through the definition of universals on the influence of education and universals on the effect of systematic education.

Articulation of the Task: The task is to take the first modest step in focussing the science of education on educational universals; this first step is defined as follows: to study the applicability of General Systems Theory to the science of education.

Science without holistic vision is dogmatic, i.e. scientific belief demands a coherent perspective of the whole. The theoretic attempt of the research is to demonstrate the philosophical feasibility of educational universals through a meta-theoretic study of the applicability of General Systems Theory to the science of education.

Systemic postulates on reality: (P0) the general epistemological paradigm of science and its method of exploring universals, currently used by natural sciences, are relevant and applicable also to the paradigm of the science of education; (P1) reality incorporates two ontological capacities: the ideal capacity and the contingent capacity -- contingent attributes reflect the ideal capacity; (P2) all systems can be seen as subsystems of the entire reality; (P3) systems can have an ideal macrodeterministic potential which unfolds progressively through periods of bifurcation; (P4) systems co-evolve within the context of shared potential expressed in individual and situational variety, and through a feedback relationship causing a dialectic of success and failure.

Systemic hypotheses on education: (H0) if the science of education is to focus on educational universals, General Systems Theory is fundamentally relevant for the science of education; (H 1-4) education is a universal function of evolutionary systems, the holistic process of interaction and transformation that guides a system's evolution towards the realization of its potential; (H 5-6) self-conscious and purposeful systems can produce intentional and goal-oriented feedback; (H7) conscious educational choices affect the future and are a manageable tool for purposeful evolution; (H8) there are universal principles and ideals that are critically relevant to the realization of the potential of human systems and bear directly on appropriate educational paradigms.

Articulation of the Attempt (on theory): The purpose of the attempt on theory is to be the first step in focussing the science of education on educational universals; this step is taken through hypotheses that reposition the science of education in a systems theoretical philosophical context with systemic ontological postulates at its core.

The recursive method for studying the validity of the hypotheses of the research is a speculative test as follows: (a) consider the hypotheses of this research as postulates; (b) on the basis of these 'postulates', create recursively testing hypotheses; (c) design an empirical study to examine these recursive hypotheses; (d) draw, from the findings of this empirical study, conclusions on the recursive hypotheses; (e) recapitulate, from these results, conclusions on the original hypotheses; (f) relate the outcomes of the study to reconsider a meta-theoretical framework for the science of education.

The theme of the recursive research is: Conscious choice of educational paradigms as a systematic means for influencing the future of society. The recursive hypotheses are: (h0) choice of educational paradigms is a strategic futures tool; (h0a) educational paradigms chosen earlier have an historically strategic effect today; (h1) educational success based on the principle of unity in diversity is stable and sustainable; (h1a) earlier education based on unity in diversity is traceable in today's society.

Recursive conclusions: The recursive hypotheses have some valid empirical basis -- the practised educational paradigms of a society always have consequences for the future condition of that society; moreover, the principle of unity in diversity can be a sustainable and orienting trait in the evolution of a society; the issuing theorems concerning education a as change agent and trend analysis based on education, portray the futuristic character of the phenomenon of education.

Articulation of the Attempt (on application): Based on the recursive research as a speculative test, it can be concluded that there are grounds to propose that the recursive postulates (the original hypotheses) provide a relevant conceptual frame of reference for educational research.

The speculative test, the recursive research, confirmed that the original hypotheses form a meaningful conceptual frame of reference for educational research which, validates the main hypothesis: If the science of education is to focus on educational universals, General Systems Theory is fundamentally relevant for the science of education.

If the postulates and hypotheses are accepted, theorems on reality per se, on the hierarchical levels of reality, on human reality, on human education, and on the science of education can be proposed. The essential asset of the theorems and the final thesis (see below: Articulation) is that they provide theoretical tools for pursuing a global ethos that could provide some measure of objectivity in identifying educational goals and values -- i.e. tools for good education. Also, the notion of human meta-consciousness (comprising of rational consciousness and ideal consciousness), if included as a universally accepted concept within human sciences, would have unprecedented ramifications on theories of society, history, psychology and education.

A sceptical and cynical frame of mind can trap humankind in its present world predicament; it can become an obstacle in the way of our first global breakthrough and, instead, actualize the looming breakdown; our mode of thought is critical to our common future -- world-view and world order are intimately related and interwoven.

Articulation of the Conclusion (THESIS): Since meaningful scientific belief demands holistic vision, universals must become the focus of the science of education (particularly regarding moral existence and global ethos); the epistemological paradigm of science and General Systems Theory are applicable to, and fundamentally relevant for, educational universals; thus, the plausibility of ontological approximations of educational universals can be investigated through empirical observation, and futuristic approximations for an ethically justifiable and sustainable human paradigm can be pursued through practical educational measures.

To sum up the overall reasoning that gave the impetus for this research -- the line of thought that forms its backbone -- I provide here a very brief abstract of the logical sequence behind this entire dissertation:

There is a basic futuristic choice that our global paradigm of change presents: 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.