The influence that modern and contemporary philosophy as well as the emerging natural scientific world outlook exert on pedagogy at this stage of development is more of metacognitive than cognitive nature. Putting into pedagogical practice philosophical ideas on the ways and nature of acquiring knowledge the main emphasis here is diverted from the problems of cognition to the problems of teaching and learning, i.e., didactics. Philosophical ideas (with rare exceptions, such as e.g. John Locke’s or J-J. Rousseau’s) are not developed on the basis of the pedagogical sphere as such, hence their interrelation with the above sphere envisages methodological, methodical and theoretical mediation. Besides, as philosophy at this stage is manifestly epistemologically tended the metacognitive approach in modern philosophy is also focused on knowledge (knowledge about the world of things and processes, about man, about teaching knowledge, learning and the like). Interest in values and the forms of experiencing values is practically non existent in this case or else it is reduced to a mere epistemological contrast between the so-called spiritual and material values. Separation of pedagogy as science from philosophy at this stage is mainly connected with the activities of the prominent Czech humanist, deist Jan Amos Komensky (1592-1670). He was the first to develop pedagogy as a system of metacognitive knowledge and methods (ways of upbringing, teaching and learning) with man as the central figure therein. There can be no doubt that the metacognitive nature of pedagogy in the modern times is most pronounced in the didactic developments. This is especially noticeable in the works of the swiss educator Johann Heinrich Pestalozzi (1746-1827)