We discuss here the problems of contemporary educational sciences, which are generated by the pedagogic tradition sustained by ethnocentrism, and by the issues coming from the epistemological-methodological domain. An open question of the common traits in the development of educational sciences, the separated prototypical configurations of the development of pedagogics in various national communities, and a vibrant discussion about the character of educational research and its influence on politics and praxis of education are the issues discussed these days. Summing up some aspects of these discussions we pose further questions on the likelihoods to overcome ethnocentrism, and on the philosophical-historical grounds of the research in education. We consider detrimental for any educational science, and for the well-organized ones even more so, to neglect foreign experience and comparative results of educational research. We plead for strengthening the ethical principle in scientific research in education not only as the necessary condition of research validity but also as a way to respond to the challenges coming from different scientific paradigms and from various professional roles of researchers in education. [For the complete Volume 12 proceedings, see ED597979.]