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Abstract: The article proves that the main means of developing the creativity of teachers and students is methodological knowledge. If its basis – theoretical knowledge – is objective, descriptive knowledge, then methodological knowledge is prescriptive, prescribing to the subject how to act in knowledge and in practice. Functions of the methodology: 1) predictive; 2) regulatory; 3) heuristic (development of personality creativity). The purpose of the article is to develop a dialectical methodology as applied to higher education. In the development of dialectics in our country, the main focus is on developing it as a theory and clearly insufficient as a methodology. Therefore, it is not surprising that in pedagogical literature its methodological significance is only declared. The article first defines the subject content of the principles of dialectics by means of the categories that reveal them, and then the requirements arising from them are identified. The principle of objectivity requires: 1) to consider all objects as they are in reality; 2) not to ascribe to objects that which is not inherent in them; 3) do not deprive what is inherent in them. The principle of dialectical inconsistency requires the identification in objects: 1) opposites; 2) relations of unity of opposites; 3) relations of the struggle of opposites; 4) determining ways to resolve the contradiction. The principle of consistency assumes: 1) elementary analysis (selection of elements); 2) structural analysis (structure identification); 3) functional analysis (function identification). The principle of development is realized through genetic analysis, which involves identifying: 1) the beginning of development associated with the emergence of a new one; 2) the formation of the new; 3) the transformation of what is becoming into what has become; 4) improvement of new, as well as quantitative analysis, qualitative and analysis measures. The principle of determinism requires the identification in objects: a specifying cause, conditional and starting, necessary and random determination, external and internal, nomological, non-causal, objective and subjective. The principle of the continuity of space and time requires the identification of: 1) the duration of the existence of phenomena; 2) sequence in their change; 3) the rate of the process; 4) the frequency of occurrence of any phenomena; 5) the length of the objects; 6) relations of coexistence of objects; 7) past, present and future existing. All methods of dialectical methodology are also methods of pedagogical science and pedagogical practice. Since the use of all methods of dialectics is creative in nature, they all act as factors in the development of creativity of teachers and students. The peculiarity of the methods of dialectics is that they do not give solutions to specific problems, but indicate its right path.