In looking for the most effective methods of leading people to the adoption of the scientific world outlook we proceed from analysing objective laws that govern the functioning of whole complex of formative factors which must be mastered and subjected to our purposeful and planned educational work:
1. The environment is not only the place we live, but an active, formative force. Man, by his concretely historical membership of society is given a certain social role which determines his needs and interests, his objectives and the manner of realising them, makes him think about certain things and form ideas in a certain way. The character of the environment from the viewpoint of education is examined by A. S. Makarenko in his teaching on the regime.
2. People’s consciousness is determined by their existence. People’s ideas, opinions, theories are such as their way of life, their life activity. The real activity of people is transformed into their consciousness in the process of interiorisation, whose laws and possible ways of utilisation are investigated by L. S. Vygotskij, A. N. Leontyev and P. J. Galperin.
3. Knowledge, value standpoints and moral norms are in the absolute majority of cases adopted by imitating those who have gained our admiration and respect and have become our example, model, ideal.
4. In Marxism-Leninism the world outlook has become a science, therefore it must be studied. Its instruction, however, can be educationally successful only as a culmination of the other ways of educational work. People actually do not adopt ideas unless they feel an inner need for them. In education all these external factors are indispensable, but the decisive factor is man himself as the active maker of his own life, man, whith whom the determination by external factors is transformed into the fact of self-realisation, the fact of conscious self-determination of a free personality.