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The article presents and develops a system-integrative approach in relation to the holistic cognition of the individuality of a student as a subject of education. It develops, on the one hand, Merlin's theory of inte-gral individuality and, on the other hand, the system approach in terms of its application in pedagogical practice. It is proposed to consider the interaction of the systems of a subject, integral individuality, and cognition as a polysystem. In this model, a subject is understood as an active entity whose manifestations are externally observable and can be recognized by others. Integral individuality is a self-developing and self-regulating system consistingof relatively closed subsystems (levels) of the integral large system «man –society». Cognition is studied in the aspect of pedagogical cognition of a student, which inte-grates the structures of the student's self-cognition and the teacher's or parent's reflective knowledge in the interaction with this student. It is possible to talk about holistic cognition of a student's individuality when his integral individuality becomes an object of cognition on the part of a teacher, parent, and the student himself. The novelty and theoretical significance of the work are determined by the fact that it fits into the currently developing area of psychological science: the development of tools for psychodiagnos-tic research that are in demand in pedagogical and social practice. The practical significance lies in the fact that it opens up the way for the development of new programs and technologies of human cognition.