Nowadays there is a new period of development in engineering and technology in Russia, new methods of work are inculcated in all spheres of life and education is not an exception. According to the modern demands and inquiries of society it is going a search of rational ways of development in the educational process. For example, TPU started from finding out the main deep reasons of forming the modern understanding of the essence of educational process.

These researches, being generated from inquiries of improvement of educational process at technical university with attraction to the last achievements in science and technology, include such aspects as ontology and gnoseology of knowledge in education. These aspects are focused on forming a new view in education in general and knowledge in education in particular.

Therefore, there is a question: by what scientific - fundamental factors provoke the search of a new vision in education? Three factors are submitted in our researches. The first factor consists of recognition the principles of life organization, that was formulated by Chilean neurobiologist U. Maturana and F.Varela [1], the second - in acceptance the mechanism of the world recognition by a man that was stated in the terms of the world image by A.N. Leontjev [2] and the third factor - that it is necessary to follow logic of knowledge that was borrowed from A.N. Kondakova [3].

Thus, what conclusions may give these researches and what prospects we are waiting for? Conclusions are unexpected and promising: the first conclusion is the pedagogical approach to understanding and the organization of educational processes, as well as any phenomenon of social and economic validity, is the passing factor and the period of its activity has already expired; the second conclusion is modern search-reorganization movements that are based on general dissatisfaction with condition of institute of education and are capable only to disguise the pedagogical bases of its conceptuality. It is impossible to offer something really new and perspective for development of educational process according to evolution of society being in a zone of out-of-date pedagogical beliefs; the third conclusion is the modern scientific-educational society is ready to accept, adapt, apply, have approbation and take into account and even have as a cult in education a considerably new approach that is proved by modern scientific results. It can be considered the ontogenetic approach that is based on understanding the mechanisms of self-organizing, the psychological theory of perception and logic of knowledge in the status of the applicant for replacement of the pedagogical approach.

So, what is the essence of ontogenetic approach in understanding education and organization of educational process? The teacher, who has mastered ontogenetic thinking, does not give knowledge as it is accepted in the traditional approach, but gives concept and meanings. The support on concepts and meanings of all data on an object of science provides the qualitative characteristics of thinking. It is found out not only prospect of rationalization of educational interactions in conception of ontogenetic approach, moreover it is not the most important result, but essentially important is the innovative contribution in education by doing the theoretical injection in it. During the researches of educational process it was necessary to state that it is obvious to see the conceptual discrepancy of knowledge in education and training in view of modern representations about the mechanism of educational interactions in education. Comprehension of this fact induces to research of the conceptual beginnings of thinking in educational process and to formation of the theoretical beginnings of knowledge in education. According to this direction it was offered the conceptual - theoretical model of knowledge in the educational process, including axiomatic basis of the theory in the form of axioms of the beginning, assistance, creativity, integrity, sociality, and also an instrument-methodological superstructure of this basis in the form of set of operations of an orientation, expandability, integrity, demonstration, activity, liberation, composition, communicativeness.

2. Leontiev A.N. The Image psychology // Vestnik MSU. Ser. 14, Psychology. – 1979. – №2. – P. 72–79. (in Russian)

3. Kondakov N.I. Dictionary of Logic. – Moscow: Nauka, 1971. (in Russian)

4. Karjakin Y.V. New educational paradigm // Vestnik TSU. – 2009. – №329. – P. 30–43. (in Russian)