The article addresses and provides an introduction to "pedagogy" in its capacity of science and a university discipline in the field of "education sciences." Nowadays not only teacher education programmes are embedded in theories and follow transitions of "pedagogy." These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred "science of pedagogy" to underpin "practice" of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of "pedagogy" as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, "pedagogy" develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of "pedagogy" as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of "pedagogy" in its meaning of teacher "philosophy-in-use" leads to a discussion of the constant and changing components of the definition. The intellectual tradition of "pedagogy" has become a phenomenon and notion to be compared and clarified in the context of another phenomenon -- "education sciences." The conclusions remind therefore the benefit of adopting the "science of pedagogy" being a theory and practice of formal education.