Soviet Pedagogy after the 25th Congress of the Communist Party of the Soviet Union

The article proceeds from the conclusions of the 25th Congress of the CPSU, which emphasised the ever-increasing importance of science for the further development of socialist society and highly appraised the significance of communist education of the youth and the working people. In this context the author characterizes the present-day orientation of Soviet pedagogy and the basic trends of further development of the Soviet educational system. She also formulates the main problems which will have to be tackled by Soviet pedagogy in the tenth five-year plan. In conclusion, she points out how high are the demands on scholars in the field of pedagogy. She expresses a conviction that the determined effort by Soviet pedagogy to resolve problems will bring about numerous stimuli for the development of pedagogical thinking in Czechoslovakia, too. The article proceeds from the conclusions of the 25th Congress of the CPSU, which emphasised the ever-increasing importance of science for the further development of socialist society and highly appraised the significance of communist education of the youth and the working people. In this context the author characterizes the present-day orientation of Soviet pedagogy and the basic trends of further development of the Soviet educational system. She also formulates the main problems which will have to be tackled by Soviet pedagogy in the tenth five-year plan. In conclusion, she points out how high are the demands on scholars in the field of pedagogy. She expresses a conviction that the determined effort by Soviet pedagogy to resolve problems will bring about numerous stimuli for the development of pedagogical thinking in Czechoslovakia, too. The article proceeds from the conclusions of the 25th Congress of the CPSU, which emphasised the ever-increasing importance of science for the further development of socialist society and highly appraised the significance of communist education of the youth and the working people. In this context the author characterizes the present-day orientation of Soviet pedagogy and the basic trends of further development of the Soviet educational system. She also formulates the main problems which will have to be tackled by Soviet pedagogy in the tenth five-year plan. In conclusion, she points out how high are the demands on scholars in the field of pedagogy. She expresses a conviction that the determined effort by Soviet pedagogy to resolve problems will bring about numerous stimuli for the development of pedagogical thinking in Czechoslovakia, too. The article proceeds from the conclusions of the 25th Congress of the CPSU, which emphasised the ever-increasing importance of science for the further development of socialist society and highly appraised the significance of communist education of the youth and the working people. In this context the author characterizes the present-day orientation of Soviet pedagogy and the basic trends of further development of the Soviet educational system. She also formulates the main problems which will have to be tackled by Soviet pedagogy in the tenth five-year plan. In conclusion, she points out how high are the demands on scholars in the field of pedagogy. She expresses a conviction that the determined effort by Soviet pedagogy to resolve problems will bring about numerous stimuli for the development of pedagogical thinking in Czechoslovakia, too. The article proceeds from the conclusions of the 25th Congress of the CPSU, which emphasised the ever-increasing importance of science for the further development of socialist society and highly appraised the significance of communist education of the youth and the working people. In this context the author characterizes the present-day orientation of Soviet pedagogy and the basic trends of further development of the Soviet educational system. She also formulates the main problems which will have to be tackled by Soviet pedagogy in the tenth five-year plan. In conclusion, she points out how high are the demands on scholars in the field of pedagogy. She expresses a conviction that the determined effort by Soviet pedagogy to resolve problems will bring about numerous stimuli for the development of pedagogical thinking in Czechoslovakia, too.