The purpose of the paper is to analyze thought style as a foundation for understanding the operation of scientific education. The theoretical and methodological basis of the work is formed by the concepts of development of science through paradigm shifts, philosophical analysis of thought style, and heuristic capabilities of philosophical compara-tivism in combination with the hermeneutic method of text interpretation as applied to the sociocultural paradigm of sci-ence. The training of a specialist in any scientific field is real-ized in the framework of the given thought style because the style directs the perception and determines the nature of work with the empirical material and the form of solving problem-atic situations. Training provides not only an increment of specialized knowledge but also a projection of a general cul-tural communicative orientation. Thus, the construction of how one should perceive, understand, evaluate, and apply can be viewed as the construction and implementation of an ap-propriate educational strategy. The concept of thought styles is one of the most successful methodologies for explaining not only the movement of science but also the implementa-tion of education in science.
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