The question of learning principles is not new. At various stages of the development of pedagogical science, primarily didactics, it caused heated discussions both in the pedagogical press and in the textbooks and manuals on pedagogy themselves. Usually, the principles were understood as initial position, guiding idea, which should be guided for the organization of students ' activities and achievement of learning goals. And in this regard, each scientist, researcher, and specialist offered their own set of principles. The unity of views on the totality concerned the principles of accessibility, systematicity, continuity, scientific character, etc. For example, achieving the strength of knowledge has always been a learning task. The activity of the teacher is reduced to zero (!) if the student forgets what he is taught. Therefore, the need to achieve the strength of knowledge becomes one of the starting points that determines the entire teaching activity of the teacher. The student gets satisfaction and approval of the teacher if he remembers and assimilates the educational material. Conversely, learning becomes undesirable and painful for the student if he cannot remember and assimilate what the teacher teaches. The student's mental activity is determined by the need to firmly remember and assimilate the knowledge reported. This is how the principle of learning strength arises [1]. The empirical nature of the origin of the principles of learning in its time was justified and was self-sufficient. In our time, the empirical approach is becoming limited and even a hindrance.