The problem of the connections between pedagogy and philosophy, which is still theoretically and practically a live issue, seems to both confirm and reinforce its unquestionable importance. The theories concerning these connections create a specific demarcation line as well as situate these different positions opposite each other. The first of them stresses the role of philosophical reflection as the 'pedagogical matrix', whereas the other assumes the lack of any empirical validity of such a relationship and repudiates the living connection with philosophy. This paper raises questions about the acceptance of the first position and points to certain areas confirming the acknowledgement of another approach, according to which philosophical solutions mingle with pedagogical theory and practice. This can be observed in, for example, the choice of the content of education and the methods that are preferred in this process, as well as in the issues concerning some teleological aspects of upbringing or the role of a person's values and concepts. Consequently, this makes one inclined to assent to the importance of the need for a 'reintegrated connection with broadly understood philosophy'. The questions about substance and meaning, about origins and purposefulness resulting from philosophical thinking give life to pedagogical matters. The thesis of this paper is the superiority of anthropological questions and the possibility of verification of axiological problems to the ones assumed in an anthropological way. Therefore, anthropological and axiological issues are particularly emphasised here and treated as strong points. where the two domains adjoin. The shape of educational theory and practice has already been contained in the primary settlement of the 'anthropological issue'.