Searching for logically and contensively incomplete components of pedagogical theory and practice

Introduction: for pedagogical science to "move" in the direction of the "gnoseological ideal" it is necessary to systematize theoretical and practical results obtained by different researchers and, in particular, to determine those actual fragments, the development of which has not yet been logically and contensively completed. Materials and methods: the methodological background of the article has been the analysis of the content and logic of domestic and foreign philosophical and pedagogical studies; the analysis of the results evident in practical educational training; the analysis of special features of the main methodological principles' manifestation in specific studies, in particular, those that have high practical significance; heuristic synthesis; statement of the hypothesis, its theoretical substantiation; generalization of conclusions reached, reflection of the research result. Research results: special attention is paid to the identification of those aspects of pedagogical knowledge that are either contensively or logically not completed. Also, the principle of symmetry in the methodology of pedagogical research is emphasized. A three-component classification of search "mechanisms" is offered, substantiated and illustrated with examples, which can be used by pedagogues to identify actual fragments of pedagogical knowledge requiring contensive and logical completion. It can be used as a methodological reference by authors choosing a subject for their pedagogical research. Discussion and conclusions: the main conclusion is that the general scientific pattern "the growth of knowledge volume causes a correlated growth of "ignorance" volume" is confirmed by an analysis of the development of pedagogical science; the process of identifying undeveloped pedagogical fragments can possibly be "structured and classified". © 2018.