The monograph is constructed in a non-standard manner. It is organized around two centers – the past in the researcher’s research activity and the present one. The boundary is before and after the opening of general education schools for all children. The first chapter shows the processes of emergence within the system of the need to pay attention to the personal maximum of each participant in the learning process. Teachers and students are examined in new partnership relationships, which could later become the basis for creating the much-needed receptive environment for different children. The axiological and axiomatic approaches, used in two different research stages, are an interesting combination in the research work and show that pedagogical problems, despite their social specificity, can be observed and analyzed not only with diverse, but also with diametrically opposed approaches. The important thing in both approaches is the derivation of prognostic trends, the grounds for which are not elsewhere, but in the depths of the learning process itself.
The second chapter, which is dedicated to the process of integration and building an inclusive educational environment and training system in the general education school, has a certain impressionistic sound. It interweaves pedagogical, sociological, administrative, personal, national and international perspectives on the content of education.
The atmosphere that hovers in this chapter is very similar to the real atmosphere of the learning process, about which teachers very often talk with sincere tension and disappointment, that the charm of the continuity of the learning process has been lost and everything happens quickly, one on top of the other, with the impossibility of personal experience and emotional development.