The study analyses the relationships linking education with science. U argues against the idea of science as a sum total of pieces of knowledge from which the teaching material is compiled.
The content of education proceeds primarily from the needs of the socialist society. They are the decisive criterion for the selection of the teaching material.
The content of education receives from science not only individual pieces of knowledge, but, above all, their structure, which reflects reality as a whole or some of its areas. The content of education aims primarily at a general picture of reality and at mutual relationships of its parts.
The relationship that is substantial for science as well as for education is that of cognition and the immediate reality, the way from live perception to abstract thinking and hence to practice. Education partly reproduces the way of scientific cognition, too, and must be in continual contact with reality. A significant role is played in education by scientific methods of experiment, analysis, synthesis as well as by the new methods connected with the application of mathematics in various disciplines and with the use of computers.
The ethics of science, the responsibility of science to the socialist society are also essential in the transfer of science into education.
Education is also connected with changes in science, even though not immediately.
What is substantial for the selection and arrangement of the teaching material is the relationship of specialization and integration in the development of science. Both these aspects are reflected in the content of education, but the leading aspect is the need for integration both in science and in education. As regards education, two lines along which integration is taking place are significant: integration of closely related scientific disciplines and integration of distant disciplines. Unity of education cannot he solved by pedagogical means alone, but its theoretical basis is also integration in science.
One of the problems in the relationship of education and science is the communicability of science and the search for ways of removing the obstacles hindering the youth from understanding contemporary science.
Present-day changes in education accompanying the advance of the scientific and technological revolution in a socialist society are on the one hand partial, current, on the other hand fundamental. In all these changes it is necessary for scientists and education with delimited powers to co-operate, the progress of education and science being mutually conditioned.