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Abstract: The article deals with the history and main achievements of the scientific school in philosophy of pedagogical activity and education which formed on the basis of development of scientific ideas of philosophy of education at the department of philosophy of the Ural State Pedagogical University. At present, the key tendency of development of education in our country is its modernization aimed at the achievement of new quality. The realization of modernization of education is possible on the basis of innovative activity, which presupposes the development of new ideas, their substantiation and implementation. In this connection the major role of philosophy of education consists in working out the methodological and conceptual foundations of innovative processes in education. The scientific school was founded by Professor L.A. Belyaeva. The development of research in the given field was stimulated by the fact that in the late 1970s the Department of Philosophy of Sverdlovsk State Pedagogical Institute became the leading department of the Problem Council of the Ministry of Education of the USSR “Sociophilosophical Problems of Education and Upbringing”. It is in the framework of activity of this Council that the questions of pedagogical philosophy and philosophy of education began to be studied. The article enumerates the main achievements of the scientific school. New terms were introduced in scientific research, such as socio-pedagogical subsystem of society and its structure, pedagogical activity, pedagogical consciousness, etc. The basic aspects of study of the modern philosophy of education received their foundation. The socio-pedagogical approach to the analysis of pedagogical activity made it possible to look at it from the positions of the way of being of education as a socio-cultural phenomenon and reveal its essence, structure and functions, characterizing it as a specific type of human activity defined by the fundamental demands of society. From the point of view of the anthropological approach, the school worked out the typology of education models depending on the conception about the essence of man (theocentric, naturcentric, sociocentric, and anthropocentric education models). The hermeneutical approach allowed the scholars to work out the foundations of the communicative-creative model of pedagogical activity, which does not fit into any of the above mentioned education models; it was called understanding pedagogy characterized by such properties as communicative nature, creativity and synergy.