Constant and permanent reforming of the educational system of the high school and university education deprives the activity of all educational institutions of their coherence that is one of the defining development principles of a single person as well as entire social institutions and social systems. Finding a solution to this more than the ever-relevant problem is impossible without analyzing elements imbued during reforms and their degree of influence on the creation of the current state of affairs. The purpose of this study is to give a structured description of apparent gaps in the functionality of humanities education, especially in teaching such subjects as literature and history. The methods used in this study are the most productive in human sciences: comparative and historic method (F.I. Buslaev is its founder in Russia), historic and functional, system, and structure and semantics methods. The conditions for creating psychological comfort in education for each of its elements assume complying the principles of the system and following the didactic principles ensuring the vital activity of the system. The result is that the productivity of reinstating the system depends on whether professionals and society are ready to use previously created forms and methods that help the system to recover. The following study allows determining strategies in applying ICT in the educational process with heightening productivity and shortened risks for development damage of a student.

didactic principles, the informative value of education, speech forms, systematic approach, ICT