Methodological issues of development psychology of education including search of its premised bases from the area of philosophy and psychology, the analysis of logical aspects and critical analyses is discussed in the article. The specific of philosophy of education is expressed: it implies the process of reflective thinking towards the theory and practice; the educational process and the perspectives of its development taken as a whole; the verification of rational educational strategies. The discussed problem is focused on the category of �comprehension in psycho-pedagogical research� combining gnoseological, reflexive and empathy aspects. Semantic content of pedagogical knowledge presupposes the specific activity of a recipient and a researcher-methodologist which includes: identification of premise philosophical and psychological foundations of this knowledge, reflexion on author�s logical reasoning of the knowledge being researched and presented in whether any other text; in-depth critical comprehension of the content of research products and their conclusions; gradual attainment of the stage of comprehension of pedagogical knowledge fragment, perceiving it in the logic of �catching� the integrity, consistency and unity of different facts, objects, processes and phenomena; revealing and further implementation of such element as knowledge about unknown positions. The current development of psychology and philosophy gives every reason to believe the problem to be one of the white spots in methodology of pedagogy and psychology, to position it as a productive research field for beginners.

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