The research is aimed at scientific justification of didactics referred to the social and humanitarian field of knowledge. The author deals with the scientific character criteria (verity, inter-subjectivity, systemacity and validity) taking into account different scientific rationality types (classical and non-classical) and identifying post-modernism influence on didactics.

Objectives and results of research. Attempts are made to systematize the didactic knowledge and identify its components and structure. Didactic concepts are classified in accordance with its objects: teaching process by the whole, its individual components or educative process aspects that enable to form definite teaching views, studying it from the specific positions. The author singles out holistic-didactic, component and aspect concepts; and specifies the concept of didactic systems and models with its hierarchy.

The author highlights the didactic knowledge increment. Apart from traditional empirical theoretical researches, the author’s attention is drawn to the academic pursuit such as a scientific project based on the didactic object specificity of the teaching process which is fully human controlled and realized and doesn’t exist without human being. It is shown that basic theoretical ideas of scientific projects are itemized, concretized and enlarged during co‑current educative practice, i.e. an adhesion of theory and practice occurs.

It is stressed that there are two special directions of didactic development multidimensionality: 1. extension of its semantic field in the context of modern socio-cultural conditions; 2. increase of scientific status related to a conceptual framework improvement, empirically accumulated information arrangement, new hypotheses, theories and concepts’ development.

Scientific novelty. The research findings demonstrate well-reasoned statement of the didactics’ scientific status, its particular components and structure from a methodology perspective.

Practical importance. The research results show that the revision, structuring and arrangement of didactic knowledge can be used for further researches that will fill up the deficit of knowledge of modern educative process organization.

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