In our opinion, a postdiction is absolutely necessary to place the education problem in the frame of the contemporary age, that is, a recurrent reconstruction, from effect to cause, in the objective diachrony of the facts driving to the education concept. Jan Amos Comenius (Komenský) (1592-1670), a great Czech pedagogue and humanist thinker, from the perspective of the educational action conformity with nature - the gradual and conscious assimilation of the sensual-intuitive data, managed to put the foundations of a pedagogical concept. This scholar understood the intuitive and educative process as a system in stages, according to man''s evolution stages.[BR] Comenius elaborated a general system for the whole people in four stages for each six-year life group, up to the age of 24, as it follows: the maternal school, the elementary school, the gymnasium and the academic education. He is the one who also implemented the collective education divided in classes/ forms and put the basis of the lesson-teaching system, with timetables and daily, monthly and annual schedules. [BR] In conclusion, Comenius is the father of the modern pedagogy and even of the pedagogy as an independent discipline. In our contemporary age, the education problems are gathered in pedagogy and their study object is, according to the respective concept, both the children''s and the adults'' education. Since Comenius'' didactics, pedagogy has been developing as a science of informative education,(instructive), of educational teaching ( directed to the multilateral formation of the personality) and of formative education (directed to the multilateral cultivation of the young people''s physical, moral, intellectual and volitional abilities and availabilities in order to achieve their professional profile). Pedagogy has the following branches: the philosophical-pedagogical anthropology, the pedagogical axiology, the pedagogical sociology, the pedagogical psychology and the pedagogical biology. A branch that studies the the social determinism of the educational phenomena, conceived as a man''s formative process in, through and pro society is generically named the social pedagogy. In the specialized works we can easily find terms such as: "education sociology" and "sociological pedagogy" ("socio-pedagogy"), with a content similar but not identical to the one of social pedagogy. The term of "social pedagogy" appeared as the expression of the late 19 th century reaction against the individualistic pedagogy. Later on, the term of "sociology of education" (defined and widespread by the French sociologist Emile Durkheim - the founder of the French School of Sociology who considers education a "methodical socializing of the young generation" and the education sociology, a branch of sociology) came into view. The French sociologist considers pedagogy a practical science, not a pure one, being closely related to sociology and psychology.
The "sociological pedagogy" (a branch pedagogical discipline) studies the education phenomenon as a specific one, of man''s conscious formation, in keeping with a scope (model) proposed by a respective society. Socio- pedagogy was proposed in the year 1914 by the pedagogue Georges Rouma. Pedagogy also includes the general and special didactics, which deals with the following matters: the teaching and its assignments, the teaching content, the teaching forms, the teaching methods and means, the students'' individual study, the teacher, the school and the material framework of the training process developing. One of the pedagogy components is the also the theory of education, which firstly studies the intellectual, moral, aesthetical, technical and professional and physical&nbimportant branch of the modern pedagogy is the study of the school politics, which deals with the school management and the teaching planning according to the society needs (curriculum reforms). Pedagogy has diversified in theoretical pedagogy and the practical pedagogy (applied pedagogy), in general and professional pedagogy, in the pedagogy of ages, family and nursery-schools, in school pedagogy and academic pedagogy and in pedagogy for adults. In pedagogy we may distinguish some research directions such as: psychological, experimental, objective, sociological, comparative, of culture and specialized direction (referring to the children with disabilities). A couple of authors consider as specialized pedagogies the sociological pedagogy and the pedagogy of cybernetics. Taking into account our in nuce historical and theoretical presentation of pedagogy, the education problem in the contemporary age cannot be anything else than a de facto and de iure resortion to apply this science to the institutional frames of the living social system. The failures in the didactical and pedagogical domain descend from the other domains or social structures that come in their turns in such a bad state because of the bad didactical and pedagogical "management". Therefore, we have to deal with a vicious circle. To have a virtuous circle, we must take into consideration the fact that man is an educational being, inside an efficient professional competence and probity frame and his forming and developing cannot exist outside society, culture and history.