Synthesis of intuitively-descriptive and rational-critical methods of cognition as a basis for knowledge integration in didactics

Synthesis possibilities of the intuitively-descriptive and rational-critical methods of cognition in didactics are investigated in the paper. Introduction of formalized knowledge of the rational-critical thinking style into the theory of teaching is explained by the fact that it introduces organition, conclusiveness, and prediction into scientific knowledge. On the basis of some finite conceptions of mathematics generalised basis of system descriptions giving an opportunity to single out individual characteristics of investigated objects has been offered, this being shown on the example of teacher’s methodological culture.