The author shows how evolution-theoretical behavioral research may serve to influence the theory production of pedagogics. From the point of view of human biology, theoretical models are weakened by incorrect assumptions concerning the functioning of the human mind. From the evolution-theoretical perspective, it seems problematic to sweepingly ascribe the feature "reason" to this faculty because the brain is an organ constructed for survival purposes, the emotional ensemble of which limits its own self-understanding.

Forms of knowledge and theoretical inventory of pedagogics are subject to science internal and -external principles of selection. These are factors which may be deduced through a functional interpretation of the orientation task of education. Great importance must therefore be given to the question which truths and securitites are required by a useful educational practice and which consequences can be drawn for the level of theoretical cognition of the respective discipline. The natural-scientific hypotheses on human motivational dynamics and behavioral patterns refered to in answering this question also allow to explain the discipline's distanced dealing with the empirical evidence of natural sciences.

An analysis of the relation between religion in its functional interpretation and the practical task of education serves to elucidate this problem.