Before one begins to talk of the 'theory of education; one ought to say what education is. This itself implies. fundamental question what man is. Education is original phenomenon of life, someone says life itself, and clearly our questions about education are inseparable from larger question of the nature of life. In this concept of the nature of life, the nature of man is essential. At every moment of the life man must decide what he is going to do the next moment. If man, as the existentialist sees him, is indefinable, it is because at first he is nothing. Only afterwards will he be something, and he himself will have made what he will be. Man is nothing other than what he makes himself. If we were not living, nothing would be happening to us; on the other hand, only because we are living, do all the various things happen to us. Education and life stand on the same foundation and contain the same essence, man. The quantitative studies that use quantitative methods, or apply them to phenomena of education as life situationㆍthat do not lend themselves to quantification should be discouraged. Unfortunately, this sort of quantitative study occupies a large place in modern education. Many mathematical sociologists and psychologists or educators display a surprisingly uncritical attitude in making their empirical assumptions. many of these quantitative studies seem somewhat anive-naive at least their rather simple conception. I do not mean to indicate that quantitative studies were "Bad" but rather that they were lacking in comprehensiveness and theoretical guidance. It is true that mathematical truth are, strictly speaking, unintelligible. Who will assert that he understands light, heat, pain, pride, degradation? In their behavioristic enthusiasms "behaviorists" began to interpret sociocultural phenomena, including educational systems and process, as merely the phenomena of human behavior-individual and social-and started to explain them largely in the terms of the behavior of the rats, dogs, pigeons, and monkeys studied by animal psychologists. In Pavlov's view, his studies of the conditioned reflexes belonged to the field of physiology rather than to paychology; he did not claim that the former can replace the latter or that the results of the investigations of the behaviorof animals can be automatically transferred and applied directly to human beings or be the “key” to all the secrets of human personality and conduct. Education depends on the basic sciences, quantitative methods and phenomenal methods, and the produts of many scisnces are the channels by which man's nature could be known. And all of these are contained in our life. If the science of education depends on one sided methods only, however scientific it may be, none of the questions about the theory of education will b answered justly.