The study is an adapted discussion contribution delivered at the 5th International Conference of the Scientists—Educationalists from the Socialist Countries (September 22—26,1987), devoted to the theme "The Theory and Practice of the Realization of the Principle of the Oneness of Training and Education in the Socialist School". It presents new stimuli for the perspective interpretation of the principle of the oneness of training and education in the school teaching. Here the starting point is the elementary antagonism which at the time present retards a successful realization of this principle. That antagonism consists in the fact that objective goals and the objective content and the learners’ subjective preconditions are not sufficiently interconnected, and neither are the processes of the internal elaboration of that content or the methods and means of the realization of the content and the formative infliction of all those components.
In a positive interpretation of the principle introduced here the following factors are emphasized: The importance of an orientation at the development of all learners’ personalities and their activities, of their creativity and talents, at the necessity of theoretical enlightement of individual persons and a differenciated approach to every learner from the position of the socialist educational system, the need of a much deeper elaboration of the internal oneness of the elementary content areas, that is improving and innovating the scientific character of the basic education and the training for manual work, as well as the learners’ objective activities and work.
It is also necessary to develop a new conceptional unity connecting the intellectual, aesthetical and moral acquiring of the world by the young generation, and to solve perspectively the problems of the aesthetical education from these positions. The study points at the inevitability of a synthesis in the conception of educational contents and makes clear the significance of it for the realization of the principle of the oneness of the training and education. It is emphasized here that its interpretation on the level of contemporary knowledge calls for an approach from the point of view of the life-long education, and presupposes the interdisciplinary attitude.