The article focuses on the theoretical analysis of the individual and collective mental assumptions of the pedagogic. The dimension between the individualism and the collectivism which is descendent from cultural models play the role in the process of shaping and polarizing the educational orientation. The description of the orientation is presented by illustrating chosen aspects. The radical statement of this dimension implies abject characteristics in the process of up bringing. In the sphere of the theory and the pedagogical practice there are certain dilemmas such as: the exception- the ubiquitous, the emancipation — the adaptation, the autonomy - the control, the individual - the identification, the idiosyncratic - the category, the self-identity - the social-identity. Facing all aspects which are named here there is a submission of temperance which does not dichotomizes that dimension but integrates its attributes.