The progress of the psyche, realized phylogenetically and socio-historically, is the result of a multiform adaptation process to the growing complexity of social relations, and the deep knowledge and understanding of this process ensures its coordination, efficiency and acceleration. Socio-economic transformations of society influence the process of adaptation and give a particular momentum to research dedicated to adapting people to the process of change. Thus, the adaptation process is studied at different levels: morpho-functional, psychophysiological, psycho-individual and psychosocial, involving different categories of subjects and adaptation conditions. It is important to note that in the literature the active adaptation model starts from the premise that the person is in a permanent adaptive interaction with his/her environment. This involves two areas of interaction: internallyinternally-between cognitive programs, affective-motivational and relational and internally-externallybetween-person and the environment. In this perspective, the whole evolution of the personality can be interpreted as a continuous adaptation, in which the internal programs undergo changes due to the incorporation by the subjective structures of the stimulating situations and the modes of reaction (assimilation), changes that appear in reactions more and more adapted (accommodating). Based on the above-mentioned visions, we conclude that the social foundations of education are oriented towards establishing a dynamic balance between personality and society, an indispensable condition both for the existence and the development of the society, as well as of each individual.