School management should concentrate on the aim which is the pupil's individual welfare as the full development of child following individual possibilities, abilities and going in the desirable direction according to individual and social goals. Social and moral development is possible to be properly followed only when teaches act with the integrative approach to their pupils, so they treat pupils equally and penetrate their individual worlds. When teacher behave in the opposite way - manual approach - he just force other person to take his own perception and values.The organizational culture of the school has to be comprehended as the system of mutual relations and interactions between teachers (the pedagogical team, and also the headmaster within), pupils, parents and the whole society. This, how we understand the system of the school management and its goals influence the way in which we help pupils in their social and moral development and furthermore what kind of European citizen we educate. The organization of the school work is not the simple task to do, and the literature referring education management only supports that statement. The management in the literature is comprehended to be the universal category abstracting from educational aims. This shows strong economic impact on acting and making decisions and in the realization of the educational aims. This statement will be developed in the first part of paper for showing the consequences of such way of thinking and acting. Then the social and moral development in the cognitive psychology will be discussed referring to the theories of the representatives of this area: Kohlberg and Piaget. Basing above two ways of understanding of the aim of the education will be introduce, and furthermore the dependence in the perception of the aim and the organization of the school activity in the process of correct social and moral development of pupils for helping them in co-existing, so living together in the complex European society. Text analyses.1. Transcriptions from teachers meetings. 2. Dimensions of subjective and objective approach. 3. Combining abstracts from the text with the dimensions. 3. Counting the majority. The society is always based on the definite principles of conducting and valid rights which everyone is due to obey. Society as the group of different and various social groups is not however coherent in relation to understanding and the interpretation of some norms, duties or principles. Having looked on the European society and on national society (e.g. Polish) simultaneously, it is easily to notice certain differences in the ways of thinking and acting in the similar situation. These differences can refer to the ways of communication and interpersonal relations, as to the executive of the law and fulfilling of the social obligations. Existing of these differences indicates the heterogeneous and inhomogenity of the European society which however is built on some principal rules, such as democracy, respect of the human rights, and tolerance of the otherness. The rule of the school is to arouse the respect for these values, showing the proper ways of the development, supporting pupils during their individual entrance into the world of variety and the necessity of making responsible decisions. Theories of school management are abstracted from the special educational content. Educational welfare is placed on the second position. The child's social and moral development is the on-going process, children understand the same values in different way then adults. Understanding of the educational aim and management of the social and moral development in process of education. Only subjective approach can be helpful in education, because teacher respects pupils and helps them in their own process of dealing with problems.Birch, A., Malim, T., (1995). Psychologia rozwojowa w zarysie. Od niemowlectwa do doroslosci. [Outline development psychology. From childhood to adulthood] Warszawa: PWN Brilman, J., (2002). Nowoczesne koncepcje i metody zarzadzania. [Modern concepts and methods of management]Warszawa: Polskie Wydawnictwa Ekonomiczne. Brzezinska, A., (2005). Spoleczna psychologia rozwoju. [Social psychology of development]Warszawa: Scholar. Kepinski, A., (1992). Rytm zycia. [Rhythm of life] Warszawa: Wislawa Klodziska-Batruch. Kepinski, A., (2002). Psychopatie. Kraków: Wydawnictwo Literackie Niemczynski, A., (1988). Afirmacja zycia w ujeciu Antoniego Kepinskiego. [Afirmation of life In the concept of Antoni Kepinski] Przeglad Literacki nr. 3. Stoner, J., Freeman, R., Gilbert, D., (1999). Kierowanie. [Managing] Warszawa: Polskie Wydawnictwo Ekonomiczne. Vasta, R., Haith, M., Miller, S., (2004). Psychologia dziecka. [Child's psychology] Warszawa: Wydawnictwa Szkolne i Pedagogiczne.