In this article we propose an approach to the normativity in the Science of Education. This topic is debated and closely analysed in the third chapter of the doctoral thesis „Normativity in the Science of Education”. We have chosen this topic given the significance of normativity as to the scientific nature, uniqueness and epistemological specificity of the science of education. Starting from its own axiomatic basis, that has a normative character, an area of human knowledge may acquire the status of science only if the basic statements in that area are certain, general and represent an epistemic basis of all the other scientific statements. We consider that the normative statements are fundamental truths that need not be proved but on them all the other contents (statements) are based in order to avoid endless regression, circularity. In this article we will approach several fundamental axioms that we consider to be the basis for all the other pedagogical statements.