The study deals with solving current questions of the present-day ideological struggle, and with the reflection of this struggle in pedagogical theory and educational practice. Solution of these questions is derived especially from the fact that pedagogical theory deals with phenomena that are ideologically too significant for the present-day ideological struggle to go on outside the sphere of pedagogical theory. Also the immediate connection of pedagogical theory with educational practice brings about a concentration of ideologically difficult problems in pedagogy. The study deals with a wide range of problems: the existence of ideologically wrong conceptions in educational practice, in pedagogical science. Because of direct as well as indirect connection of pedagogical theory with questions concerned with forming people’s consciouness, the study also deals with questions concerning the formation of socialist consciousness and with tendencies to disrupt this consciousness.
In connection with the analysis of ideological problems within the framework of pedagogical science analyses are made of such questions as: struggle against the revival of methodologically unacceptable positions, the question of raising the socalled new problems and questions in pedagogical theory, which frequently are not problems of a socialist society, but attempts to formulate problems of the capitalist world as the so-called world-wide problems. Questions of spontaneous influence exercised on pedagogical theory by imperfect generalizations of utilitarian practical experience in educational practice. Questions of distortions of pedagogical theory resulting from severing the system of communist education from other social processes.
Within the framework of struggle against bourgeois and revisionist conceptions of educational practice analyses are made especially of the following questions: world-outlook orientation of practical educationists, generalization of their experience as a process of improving the quality of theoretical constructions on pedagogy and in this context an elaboration is made of the question of life utilitarianism and theory, of the relationship of the goal in education and adequate educational means. An analysis of distortions of the collective conception of education and other distortions which found their way into practical education to varying degrees of intensity in the years of crisis. In this context analysis is made especially of pragmatism in educational work and consequendy Jn theoretical conceptions.
Reformist political positions of the supporters of some distortions in pedagogical theory and educational practice are the subject of another analysis. This is followed by an analysis of questions of values orientations, question of attempts to remove ideology from pedagogy as of residues of positivism in the methodological gear of pedagogical workers, questions of overestimating the scientific and technological revolution as a basic starting point for the interpretation of pedagogical phenomena.
Another field of elaborating ideological questions in pedagogy concerns problems involved in the process and mechanism of adopting ideologically alien elements which are a mirror of an incorrect reflection of practical educational problems and their solution. In this context a more detailed analysis is made especially of the question of relationship between theory and practice, between theory and empirical experience and of the questions of some distortions resulting from the overestimation of certain aspects of this relationship.
A significant sphere of questions analysed in this study concerns questions of struggle against attempts to subvert socialist consciousness, pradcularly that of young people. A brief attempt to formulate the process and conditions of consciousness formation results in a formulation of problems existing in the process of consciousness formation, problems connected in particular with the remains of the so-called petty bourgeois attitudes, connected with excessive utilitarianism in thinking, with excessive overestimation of individual needs.
The study as a whole is focussed on an analysis, a very critical one, of the possibilities of dealing with different ideological problems, distortions in pedagogical theoiy in unity with these problems being coped with in educational practice.