LONG-RANGE PROGRAMS ARE NEEDED

In the science of human beings, priority must be given to understandin g the human being as a biosocial being. It would seem natural, therefo re, to examine all questions of the development of the child in an int egrated fashion, on the biological and social levels. It used to be be lieved, however, that every problem of childhood-health, upbringing, s chooling, behavior, and others-could be dealt with each in isolation, using either pedagogical, or psychological, or juridical, or medical m eans, respectively. This position turned out to be erroneous; in fact, it led to a dead end.