This book analyzes central reflection issues of the education system from a sociological perspective, namely the autonomy of education, pedagogical-didactic technology, and the selective function of education for careers both within and outside of schools and universities. It becomes clear that a modern society demands that educational science develop a self-referentially correctable theory. It is not enough to merely assume once again what has always been sought: a reality-based educational science. It is also insufficient to rely solely on scientific penetration when it comes to connecting with the humanities' claim of knowledge assurance. This requires, first and foremost, the courage to abstract from those familiar controversies and their conceptual tools. Furthermore, self-reference must be addressed.