Page: 257-274 Author: Cedrychová V., Kolář, Z. Key words:
Questions of the scientific world outlook and its formation have, to a great extent, been elaborated by now. However, what has not been satisfactorily solved yet are questions concerning the theory of training the scientific world outlook. The basic problem in the field of theory and practice is how to link up the methodology of acquiring science with methodology of the youth’s identification with the positions of the working class. In defining the place of the teaching process in the system of world outlook training the authors proceed from considering the mutual relationship between internal elements (cognition, individual experience, values and ideals, emotions, activity and decision-making, habits, creative thought (and external factors of the scientific world outlook — school, family, modern mass media, child and youth organizations, the arts, the collective). Between the external and internal factors of the formation of world outlook there is a very complicated system of relationships. The dominant internal factor is different in each age group. Each external factor only acts upon some of the internal aspects of personality. The world outlook is often formed under the influence of those factors which, from the social point of view, are hardly controllable (family, the collective). It is school, above all, that provides society with the means of influencing the personality’s qualities thus formed School (in other words the teaching process) is, of course, only one of the means of world outlook training, the means that is oriented to forming the rational aspect of the young person’s world outlook. The teaching process can be regarded as the basic process of world outlook training, especially for its possibilities of synthesis and integration. The authors point out some important factors in the relation between the teaching process and the world outlook training. Besides the teacher, whose educational influence depends on the quality of his own world outlook on the one hand and on the methodology used in the training of pupils on the other hand, conditions for a successful world outlook training are: content of classroom instruction, methodological and organizational approach of the teacher to the teaching material, and especially the motivations of the pupils’ learning, a dialogue of scientific knowledge and the pupils’ individual experiences, the formation of unity of analysis and synthesis (as well as other mental operations) and the organizational arrangement of the teaching process. The authors point out the possibilities of world outlook training during the teaching process, and also some negative consequences resulting from disregarding or underestimating these possibilities.