CYBERNETICS IN EDUCATION IMPLIES COMPLETE CONTROL OF THE INSTRUCTIONAL PROCESS, WHOSE GOALS ARE SPECIFIED BY COMMUNIST POLICY. MODELS FOR INSTRUCTIONAL PROCESSES, INCLUDING BOTH LOGICAL ALGORITHMS, AND NON-ALGORITHMIC OR PROBABILITY PROBLEMS, MUST BE TESTED EXPERIMENTALLY SO SPECIFIC OBJECTIVES CAN BE STATED. THE INSTRUCTIONAL PROCESS ITSELF MUST STEM FROM A DIDACTIC THEORY THAT ALLOWS THE EFFECTIVENESS OF DIFFERENT TEACHING TECHNIQUES TO BE EVALUATED, BOTH EXPLICITLY AND STOCHASTICALLY. THEN TRAINING IN PEDAGOGICAL THINKING BECOMES TRAINING IN PROBLEM SOLVING, TO ACHIEVE OPTIMALLY-RIGID TEACHING METHODS. THESE METHODS LEAD TO PRECISE FORMATION OF STUDENTS' MENTAL PROCESSES IN THE DIRECTION SPECIFIED BY EDUCATIONAL GOALS, BUT DO NOT PRECLUDE DEVELOPMENT OF EACH STUDENT'S INDIVIDUAL ABILITIES. TO UNDERSTAND STUDENTS' THINKING PROCESSES, FEEDBACK, AIDED BY TEACHING DEVICES, IS NECESSARY. THIS ARTICLE WAS TRANSLATED FROM "VOPROSY FILOSOFII," MOSCOW, VOLUME 16, NUMBER 9, 1962, AND IS AVAILABLE FROM THE OFFICE OF TECHNICAL SERVICES, JOINT PUBLICATIONS RESEARCH SERVICE, BUILDING T-30, OHIO DRIVE AND INDEPENDENCE AVE., S.W., WASHINGTON, D.C. (LH)