This study represents an attempt at working out hitherto neglected methodology of investigating the process of world outlook education. Its starting point is the statement of the fact that publications that have appeared so far on the problems of world outlook education have largely concentrated on questions of the world outlook itself and of the scientific outlook; if tney deal with research at all, it is research into the state of world outlook in a certain group of the youth. This study focuses its attention on questions of research into the very process of the formation of the world outlook as the scientific world outlook by means of education. The starting point given by the author for analysis the methods of empirical investigation of the process of world outlook education is the necessity of it being supported by a theoretical elaboration of questions of world outlook education. One cannot carry out research into these questions without being actively interested in the realization of the process.
The author delimits the areas of world outlook education which can be empirically investigated: the state of the world outlook as manifested by a certain group (age group, social group) of the youth, which is the result of both purposeful formation and a number of uncontrolled influences; in this context the author emphasises the necessity of the knowledge of the input and outpout states. But he concentrates his attention on investigating the process of world outlook education. In this connection he deals with questions of research into the state of world outlook education and which questions concerning the analysis of the possibilities of improving world outlook education on the basis of an inquiry into the substance of this education. In delimiting the methods of research the author proceeds from the fundamental thesis stating that the process of world outlook education is a process of the acquisition by the young generation of the scientific world outlook of the working class and the Socialist society, and the definition of man’s world outlook as a unity of knowledge about the world, value orientations, decisionmaking and behaviour. He also proceeds from an analysis the process of the world outlook formation seen as an interaction of the society’s external means and the personality’s internal con^litions, and from the view that there are definite stages in the proces of the world outlook formation, including an analysis of the dominant factors prevailing at each stage of the personality’s development. At each the stage it is necessary to choose a different methodology of the world outlook formation as well as a different methodology of research into the world outlook education process. In this sense the stage that is primarily analysed is that of adolescence, which is the most suitable stage for research into the world outlook formation.
The author underlines the necessity of long-term investigation of the problems of world outlook and orientates the research to statements by respondents in unity with the analysis of their activities. He considers an analysis of the process of self-educatoin and self-training to be a significant area of investigation. As regards the methods of investigating the process the author points out the following ones: the analysis of the contents by which we educate the children and the youth; the analysis of knowledge which the children and the youth acquire by their own activities in real life (the analyses of knowledge by means of which we want to exercise educational influence, and of the knowledge that actually become a part of the personality’s equipment). These analyses must be accompanied by an all-round analysis of the work of the educators as well as of the activities of those who are being educated, and this analysis is to be made on the basis of systematic and long-term observations by all the observers available. (Those who are taking part in the process as well as outside observers.) This means that the activities to be observed must be set forth beforehand. Observations are supplemented with statesments by all the participants in the process of world outlook education on the basis of criteria worked out in advance. In addition, it is important for the investigation of the process and the state of world outlook education to take note of the solutions of problem situations, with emphasis being laid on real situations in practical life.
The article is only a brief survey of the question which must be paid attention to in connection with the development world outlook education in practice and its elaboration in theory.