The progressive economic and social development in the Czechoslovak Socialist Republic, as laid down in the documents of the XVth Congress of the Communist Party of Czechoslovakia, is linked up with the development of all fields of science. If we compare the new tasks of Czecho- Slovak pedagogy after the XVth Congress 1 of the CPCz with the tasks of the Soviet pedagogical science we can see concurrence in the aim of substantially deepening the scientific study of education as a social phenomenon. Our researches are built on a more comprehensive basis, being a centred on the basis problem of forming the Communist world outlook of the young generation and moulding a universally developed personality under the conditions of gradual realisation of the new Czecho-Slovak educational system. The present state of the structure and emphasis in the scientific and research base, however, no longer corresponds to the current needs, and even less so to the prospective needs, of the development of advanced socialist society. A comparison with data from the U.S.S.R. and other socialist countries shows that the development of pedagogy in Czechoslovakia is lagging behind a little, especially in the development of scientific and research activities and in the quality of integrated inter-disciplinary researches. Looking ahead, we find it will be absolutely necessary for us to pay more attention to the development of basic research in pedagogy by processing the results of the basic research to the preapplication level; to develop or to constitute, as the case may be, in addition to the traditional pedagogical disciplines, especially general and comparative pedagogy, the theory of Communist education, pedagogical biology, psychology and sociology, the theory of the administration of education, pedagogy of the Young Pioneer Organisation of the Socialist Union of Youth as well as that of the SUY itself, pedagogy of adult education and work in the field of culture. In the universities and other institutions of higher education and in research institutes it will be necessary to develop pre-school pedagogy, junior elementary school pedagogy, pedagogy of secondary education, pedagogy of higher education, pedagogy of further education, pedagogy of children and young persons requiring special care. In the institutes of the Czechoslovak and Slovak Academies of Sciences and in the universities it is necessary to start carrying out scientific researches into pedagogical sciences as such, i. e. pedagogical sciences as a separate and specialized field of scientific work. Scientific investigation into the direction of pedagogical sciences, into questions of translating research results into the applied sphere of education, research into reactions from the aspects of Marxist pedagogical prognostication, research into the development of inter-disciplinary links and into the relationships between pedagogical sciences and other sciences will also contribute to a new classification of pedagogical sciences, which is necessary. Progressive development of pedagogical sciences presupposes greater development and improvement of multidisciplinary researches, further development of the method of Marxist pedagogical prognostication, such as the system approach in its Marxist conception as well as other methods of this prognostication. Greater speed must be achieved in developing a new level of research work in pedagogical sciences in which comprehensive pedagogical researches will prevail, scientific schools will be established, and collective research work of large scientific teams will be deepened. Without system approach and deliberate inter-disciplinary co-operation with the other sciences we cannot expect progressive development of pedagogical sciences and their closest link-up with social practice to take place. The Czechoslovak Marxist pedagogy has gradually been constituted, mainly with the support of the Soviet padegogical science. These traditions, the extent and difficulty of the tasks we are solving, encourage Czechoslovak educationists to seek ever more efficient methods of co-ordinating and integrating the scientific work with their Soviet friends. Broadly based collaboration within the framework of the C. M. E. A. countries and the ever-deepening co-operation with the Soviet pedagogical front are significant pre-requisites for the fulfilment of our tasks in developing pedagogical sciences.