The changing social conditions in our country in recent years have substantially influenced the educational process in all its forms, and therefore the theory of education and the educational practice have to be adjusted to these conditions. One of the fundamental problems in the field of education, which must be deeply analysed from the viewpoint of the changed objective and subjective conditions, is the field of the socialization of the individual. The educational norm in this respect is the formation of the collectivist and humanist attitudes and Polities of the individual. A mechanical, unimaginative application of the principles formulated by the well-known Soviet educationist A. S. Maltaren resulted in the theory and practice collectivist education getting into con- het with the reality of the developing social relationships as well as with actual consciousness of the pupils. 0rmalism appeared in the fact that external organizational forms of collective e were elevated to become the educational aim while the formation of profound collectivist and humanist attitudes and convictions of pupils was neglected. It is necessary, first of all, to solve the question of training for collectivism: The relationship of the individual and the group, which represents a complex inter action of mutual relationships among the members of the group, relationships of the members to the group organization, and of the group to individual members. The educational practice of the school must fully respect the individuality of each pupil and tolerate the right to each individual’s own development even if it is not identical, in some ways, with the aims and activities of the group. The author’s study proves that — in democratically developing relations in a socialist society — it is possible in educational practice to create a natural harmony between the individual and the group in their respective aims and interests as well as in the internal and functional aspect of organized groups. Collectivism would represent a moral norm, which in the sense of humanist principles reflects not only the relations and duties of the individual to the group, but also the requirements and duties of the group with regard to the individual, whose personal development it must support in every possible way. Only strong, above-average individuals possessing deeply humanist and collectivist qualities are able to create a vital group, which, as a specific and very effective educational medium, will assure the development of the individual and collectivist aspects of each pupil’s personality corresponding to the positive aims of society.