With the publication of the PISA study, the discussion about a future-oriented pedagogy has reignited. However, neither the presented analysis nor the debate over its consequences addresses what Hans Wittig formulates as the central task of pedagogy for a successful future. All supposedly future-oriented educational content or key qualifications remain dangerously ambiguous regarding the necessary moral orientation for future generations. Hans Wittig counters this with his metaphysically open, integrative pedagogical anthropology, which claims to overcome this ambivalence and its negative consequences without becoming dogmatic. It is hardly surprising that the reconstruction of this approach must contradict the currently prevailing scientific-theoretical paradigm in pedagogy. Perhaps this contradiction is precisely what gives it its particular relevance today.