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The article is devoted to the consideration of issues related issues related to objectives of pedagogical cognition and to criteria of results’ scientificity obtained during the implementation of pedagogical research initiatives. The theoretical approaches that define the paths of cognition of education phenomena by the pedagogical science are critically analyzed in the paper. The problem of the search for reserves of renewal and development by the modern pedagogical science is also comprehended in the article

On the objective of pedagogical cognition and on the scientificity criteria of its results