(CZ) K otázkám řídících vztahů v socialistické škole
(EN) Questions of Control Relationships in a Socialist School

The study is, on the one hand, a contribution to some aspects of the implementation of the newly introduced project for the further development of the Czechoslovak educational system and, on the other hand, an outline of the theoretical conception of the preparation of empirical researches into the problem of the relationships of control at school, the socalled „atmosphere“ of a school.
The author deals with defining the concept of control relationships at school and with dividing them from the viewpoint of their content and form, on the level of control activities of both teachers and school heads and other senior educational officers. With regard to the control of education and pupils’ development stress is laid primarily on the necessity of a comprehensive approach to pedagogical work in general, with incomparably greater attention than up to now being paid to social relationship dimensions of educational work within the framework of classroom instruction and organized out-of-school activities as well as to nonintentional interaction and communication activities among pupils and between pupils and school educationists.
Desirable social relationships, a favourable „atmosphere“ of a school are understood to be the result of optimizing the system of control relationships at school, i. e. the unity of relationships of superiority, subordination and comradely co-operadon, discipline and initiative, fiincdonal and interest (personally selective) relationships, whose content dominant is a harmonious combination of performance and motivation aspects with priority being given to an all-round development of the personality of pupils and teachers alike. The basic pre-requisite and precondition for the formation of a favourable atmosphere of a school is, in the author’s opinion, the conception of control in its socialist, deeply humanistic and democratic content as a unity of control and self-control with a corresponding share of the most active participants in the pedagogical process in controlling decision- making and controlling behaviour.