The author considers the views on personality self-development given by the outstanding representatives of the Russian enlightenment of the 1860-ies. Education is viewed as an important component of social life, the search for an ideal of a “new human being” and the educational ways of its implementation are emphasized. The author analyses the views of N.I. Pirogov, N.G. Chernyshevsky, N.A. Dobrolyubov, P.G. Redkin, K.D. Ushinsky on the problem of addressing one’s own soul, as well as on the problem of a personality self-improvement during the so called “childhood of the soul” period already. The article reveals the difference of socio-political and methodological views of the mentioned educational scientists in terms of pedagogical/educational problems, as well as the relative unanimity in their understanding of the significance of education for a developing personality. It is stated in the article that the true education is not possible without developing a person’s inner focus on self-improvement and on the ability to develop all the multi-faceted personality capabilities.