Abstract

The development of education is defined by calls and answers, corresponding to them. Now days when society’s progress depends on knowledge, which is a major factor contributing to public wealth and wellbeing, it is necessary to answer these calls. Calls in education are the internal or external problems that create contradictions in the development of the world community, concrete society and their institutes of education. These problems are urgent and oblige people to give answers, and come to effective actions for the resolution of conflicts in the development of education and societies. If effective actions are late or absent, education enters a crisis, an unstable condition, and development fails. Presently all countries of the world face the general call for the cardinal solution of the problems of education. Modern education, its processes of “production” and socialization of people respond to internal impulses. It means that education starts to act as a brake in society’s development. Education lags behind and does not join in the solution of the problems of social development. Research leads to possible answers to this call and to the choice that borders universalism’s denial of the general and vocational training of youth. It is considered that utilitarian training is a priority because it gives an advantage when a certain type of knowledge is necessary. But in giving such an answer to the call, education of the personality is impoverished, and becomes primitive. It means that «the educated person» is limited to a pragmatically optimum minimum of knowledge, skills, and ways of communication that help him/her only to become stronger in this optimum minimum in the narrow social and professional niche.