The author is trying to solve in this study one aspect of the concept of teaching. It deals with the functions and possibilities of individual experiences of Pupils in the teaching process. The extent of knowledge, which is constantly growing, underlines the formative and synthetizing functions in teaching. Hence the employment of pupils’ individual experiences and the necessity of elaborating them in the teaching process. The elaboration of individual experiences can overcome the utilitarianism in the thinking of the youth. The study proceeds from an analysis of individual experiences which are understood as structures of fixed traces in the individual’s consciousness after some activity; structures composed of concrete pieces of knowledge, practical processes acquired and experiences connected with cognition and activities. In this sense individual experiences always present in the teaching process as the inner conditions of the pupil’s consciousness. The handling of future situations by the pupils can be influenced by making use of individual experiences in teaching. The condition is the elaboration of individual experiences under the leading role of theory. Theory is the starting point for the interpretation of concrete situations. In the traditional teaching individual experiences exercise a negative influence by being concrete. The connection of individual experiences with activities and thereby with socio-historical experiences as well as with individual activity. A different degree of concreteness of individual experiences. The independent thinking of the pupils in the classroom on the basis of actively overcoming their own individual experiences and their utilitarian tendencies. Individual experiences as a reflection of reality as it appears, as a motivation of thinking. The activating charge of individual experiences is realized under the