Due to the fact that educational science is above all a totally language based one which is deeply rooted in the specific cultural contexts of each country the transnational linkability of is to some extent rather limited. The paper shows that the restricting effects of this problem can be reduced by profiting from systems-theoretical assumptions in using the concept of diciplinarization as a kind of meta-theoretical pathway. Then can be understood as a "knowledge-system" which has to fulfil specific functions in the disciplinary context of educational science - in what national form so ever.The presentation will be clearly divided into five parts: 1. it will be underlined why the international linkability of educational sciences is by structural reasons on the level of concepts as weak as it is; 2. it will be shown that "philosophy-of-education" is mainly used as a kind of "umbrella-term" which therefore has to be specified in clearly indicating the frames of reference it will be applied in; 3. starting from the basic differentiation between 'profession' and 'discipline' certain types of knowledge will be outlined; 4. then it will be possible to show that "philosophy-of-education" can be understood as a certain kind of "reflection knowledge" which must be a necessary part of each kind of scientific research; 5. from this perspective the various national forms of "philosophy-of-education" can be synenergetically put together on a european level. meta-analysis of studies of comparative education; general systems-theory;as indicated above F.Heyting: Beobachtungen zur internationalen Anschlußfähigkeit der Allgemeinen Erziehungswissenschaft in Deutschland, in: ZfPäd. 50, 2004, 1, pp 99-111 Volker Kraft: as a 'knowledge system' - a transnational perspective, in: Kwartalnik Pedagogiczny, 2006, 1, 199, pp 67-75;