Patterns of validation of educational goals - an outline of the issue and its underlying theoretical premises

<ns3:p>The purposefulness of education plays a key role in any model of education that is based on planned and organised activities. In this sense, the definition of educational goals should be seen as a logical consequence of the intentional nature of educational interactions. The issue of the patterns of validation of educational goals thus refers us to the different types of validation, on the basis of which certain contents of educational goals are considered legitimate or valid. The legitimacy of the content of educational goals is always derived from an overriding rationale, which is considered decisive as to what the realisation of such goals should serve. Patterns of educational goals may refer to both anthropological, normative and pragmatic justifications. Such patterns can also be considered by referring to the rationalisations and justifications known from the history of pedagogical ideas, which are based on the worldview recognition of naturalistic, social, cultural, ideological or religious patterns as conclusive.</ns3:p>