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From analogue as philosophical and logical and gnoseological essence up to its essence and structure as a method and result of the scientific and educational cognition that identifies the interactions of different systems, phenomena, objects. This is the conception idea and the intention of the author to open the leading gnoseological role and the place of analogy among other prognostic methods of experimental pedagogy and psychology. Analogy as the general scientific method under the certain conditions is able to interfere in the well-organized heuristic activity such methods as modelling, thoughtful experiment, retrospection, intuition and others. This is a topic of out discussion in the article.

PROBLEMS OF THE ESSENCE AND STRUCTURE OF ANALOGY AS A METHOD AND RESULT OF SCIENTIFIC AND EDUCATIONAL COGNITION