Процедура обґрунтування педагогічних аксіом

The article deals with the procedure of substantiation of pedagogical axioms, which in a systemic unity comprise pedagogical axiomatics. This procedure includes five ways of such a substantiation: the pedagogical facts, the analysis of teacher's personal qualities, the study of the activities of outstanding teachers, the analysis of views, theoretical heritage of the teachers, who have developed pedagogical axioms, the study of some basic principles, laws and regularities of pedagogy and education. Based on the substantiation of pedagogical axioms, twenty-two pedagogical axioms are formulated, which reflect the most important aspects of pedagogy and education.
One of the most significant pedagogical axioms can be axiom # 22. It goes as follows: pedagogical influence and learning of educational material should be organized as a continuous process in unity and feedback: 1) the development, education and upbringing (orientation to the deep divine goals of human development in unity with the provision of educational effects of the educational process, as well as enrichment of the upbringing effects by knowledge), 2) the processes of knowledge transfer, their acquisition and actualization (the correspondence of these knowledge with the actual conditions of existence of society), 3)the students, teachers, socio-pedagogical environment (unity of pedagogical control and personal activity of the students, the ways of organizing the didactic process and its results) 4) socially determined goals, content-forms-methods and results of pedagogical influence, 5) initial, intermediate, final stages of the pedagogical process, 6) the mechanism of perception of the material (when active are all sensory systems of a person together with emotional and mental processes), 7) the structure of the educational material organization (implementation of the principle of pedagogical integration, interdisciplinary relations), 8) a single holistic source of this educational material (realization of the principle of fundamentalization of education in the field of synthesis of knowledge and universal matrices of knowledge), 9) theory, practice, life, 10) three processes of thinking – induction / deduction (from the partial to the general and from the general to the specific), traduction (cognition by analogy), insight/intuition.