This article deals with conclusions drawn from a theoretical analysis and with the results and conclusions of empirical investigation.
An individual’s scientific world outlook formation at various stages depends on personality qualities, on the level of their development and their correlation with puter conditions, these factors being significantly influenced by the acquired scientific world outlook, which in turn gradually becomes condition for the developnient of these factors themselves.
At the given stage the investigation is limited to the fundamental personality traits (rational, emotional and volitional), to an analysis of their relationship and significance for the basic elements of the scientific world outlook formation process. The research was focused on the problem of the effectiveness of the part played by the emotional sphere in worldoutlook education while concentrating on influences exercised by the family environment. The empirical probe has brought results concerning the pupil reflection of the family’s outlook and emotional climate and family-school co-operation.
Evaluation of the results leads to more general conclusions. The significance ofthe family and family upbringing for shaping the scientific world outlook, its potentialities and its limits, must be investigated more thoroughly. Inclusion of influences of family upbringing in the scientific conception of world-outlook education in school is one of the preconditions for increasing the effectiveness of this education. In particular, the relationship-attitude plane of the world outlook is much influenced by the family, the influence of the family’s outlook and emotional climate serving as a model has a longerterm and deeper effect than has been supposed, with the family’s educational influence not being always in harmony with the school’s educational work, not even as regards educational goals. It is exactly in the extra-rational sphere that a uniform educational influence of school and family becomes extremely important.