Abstract
We consider the educational text as a cognitive fund of scientific achievements, which is explicated in the communicative field of “educational discourse”, which predetermines its diffe-rential features that distinguish it from other texts by formal and substantive criteria. We prove that the educational text indicates not only what is really present in it, but also what is subject to semantic inference. Based on the educational text, students make inferences, which is facilitated by the cognitive mechanism “perspectivization”. We establish that this is one of the main cognitive mechanisms that can serve to form the projection of educational discourse in the individual mind. From the standpoint of the relationship of cognitive (educational), communicative, linguistic criteria, we prove that it is the mechanism of “perspectivization” that presupposes the advancement of such a text sign as a title, represented by words or phrases correlated with words in the direct meaning. The title of the educational text reflects the information of the conceptual structure of the entire educational text and dictated by the need for the process of understanding the educational text and comprehending the various metatext created on the basis of educational texts. We make the assumption that the units of the educational text act as a means of representing other conceptual areas, since the educational text reflects the semantic function of the language.