Theoreticians of education think that all changes in education are preceded by a different exercising of the pedagogical theory. Educational reforms are decided by the educational philosophy, a change in the way of thinking being the case in the pedagogical sciences. Social and political transformations do not produce right away the educational changes although to some degree they can stimulate and effect them indirectly. A new political situation can produce stimuli for a new pedagogical thinking, and acceptance of the same. For some time now we are witnesses of the fight between two anthropological concepts concerning personal and social identity of man. Much emphasis is being placed on the personal identity We claim that the goal of the general education is the support and orientation of development of man as a person who functions in reference to the system of values he chose, able to live in the changing system, economic and civilization circumstances. What matters here is development of a person, not just development of a man limited exclusively to the dimension of knowledge and mastering of a possibly wide range of skills. One of the streams seen in the pedagogical thought is the Personalism. And it is the Personalism this paper will discuss.