Lifelong learning currently presents the consensual accepted principle of education. This fact, among others, is clearly confirmed by the provisions of internationally recognized policy documents and educational strategies. In this context the education-oriented sciences are focused on the analysis of all the categories of lifelong and lifewide learning. Informal education represents an integral part of these processes. The content of the presented study is the theoretical analysis of the educational potential of leisure time, which creates epistemological basis for researching different aspects of informal education. Author uses education-oriented (andragogical and pedagogical) and also philosophical (primarily axiological) methodological bases as a starting point, which are characterized in their historical continuity and in the context of philosophical thinking in different stages of development of human society. The focus of this paper is to analyze the axiological dimensions of leisure time in the educational environment of post-modern society. In this context, the author points out that although the paradoxes and contradictions of postmodernism affect various parameters of leisure time, leisure time keeps its value, as does education.