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Abstract: The article describes the process of formation of the scientific school of A.S. Belkin, doctor of pedagogy, professor, chairman of the dissertation council for more than 15 years, member of the Academy of Pedagogical and Social Sciences and the International Academy of Sciences of Pedagogical Education, awarded for Excellence in the education of the RSFSR, awarded for Excellence in the education of the USSR, Award winner of the State Committee on Education, Winner of awards n/a V.N. Tatishev and B.D. Genin in Education, Holder of the Honorary Badge “For Outstanding Service to the Development of Ekaterinburg”. The main areas of research of the representatives of the scientific school of A.S. Belkin are the following: monitoring-educational; psychological-educational; vitagenetic education; historicpedagogical; problems of education of the civil position of pupils; innovative-educational, etc. Thus the scientific school of A.S. Belkin embodies the polyparadigmatic approach to the study of education. Professor A.S. Belkin himself devoted his works to such problems as theory and practice of vitagenetic education, age based approach in pedagogy, pedagogic neglect, technology of creation of the situation of success in education process, monitoring (diagnostics) of education process, theory and practice of pedagogical interaction, formation of scientific pedagogical mentality, mental-missionary trend in education, etc. The work of the Dissertation council chaired by Professor A.S. Belkin enriched the notional apparatus of pedagogy by a number of pedagogical notions which later received general acclaim: developmental pedagogy, pedagogical diagnostics, vitagenetic education, polydimention holographic approach, competence-based approach, scientific pedagogical mentality, pedagogical interaction, pedagogical monitoring and personified characteristics of research. On decision of the Presidium of the Russian Academy of Natural Sciences A.S. Belkin was awarded the honored title of “Founder of the Scientific School “Polyparadigmatic Pedagogy”.