≫Pedagogical logic≪ can be characterised as a subject dealing with a system of individual formal potencies of thinking, whose structure develops in time. Universally valid relations of inference form in ≫pedagogical logic≪ only the necessary background for their individually variable beginning, progress and quality of evocation. Thus it is not the relations of formal logic which present the basic problems of ≫pedagogical logic≪ proper, but the way in which these are conditioned by age, environment and individual psychological disposition. The idea of promoting ≫pedagogical logic≪ has obviously arisen from the problems facing pedagogical science. The excessive factual material and the need to go beyond the facts selected have induced many theoreticians to depart from the ever new, central problem of what to teach, and arrive at a newly conceived question as to what media should be used to enlarge the sphere of the necessary requirements which must be worked out on the basis of carefully selected intellectual content. ≫Pedagogical logic≪ could be of considerable help in training the present young generation in a logically consistent and non-contradictory way of thinking and ought to contribute to the preparation of this generation for the needs of automation and mechanization in the management of society and its production.