The article attempts to describe the psychological mechanisms and the genesis of significant activity of pupils, as well as to explain the sources of the high productivity of educational influences, achieved in the implementation of the pedagogical concept I.P. Ivanova. For this are analyzed not only the result of external influences and the process of education (pedagogy characteristic) as its internal mechanisms (prerogative psychology), as well as the universal laws of control and information transfer in living systems (cybernetics).