The article analyzes the basic nature equivalent ideas for teaching, which were formed during several historical cultural epochs, reveals interesting regularities in shaping of the concepts of teaching, rested upon the ideas of nature equivalence in upbringing. The author stresses some priorities of the ideas, which modified their senses during the society transformations being accomplished at the wide civilization background, emphasizes evolutionary connections of ideas nature equivalence in upbringing with the contemporary situation in science and the pedagogical knowledge about the child. The parallels and the general meanings of the ideas for the naturally based education are revealed since the remote ancient times and are corresponded to the new concepts of contemporary science. In the context of the evolving ideas of nature equivalence in upbringing the contemporary role of teacher as educator are posed, and the general tasks of pedagogical activity in the process of the realization of the principle of nature equivalence are formulated within the framework of general changes taking place in the contemporary theory of upbringing.