The linguistic and literary education, at the level of formative culture in the pre-university – university education, is centered on the fullness of the word content, for the purpose of engaging the whole formative – integrative system on retroactivity, on the principle of authenticity of becoming – what you sow, so you reap; on the principle of full harmonics – the principle of Graciousness versus The Principle of General/Global Axiology with the ten completing possibilities / exigencies [3]: the possibility of returning to the essence; the possibility of creative re-consignation of the self; the capacity of continuous training; the possibility of option; the possibility of academic self-regulation; the ability to connect to a common ideal of life; the capacity of ascension through spirituality; the possibility of resignation of personality as a global social value; the capacity of recognition the PAG as Principle of General Axiology the–axiological global space of human completion; the possibility of highlighting the axiological completions. The joints of the Evidence Methodology of Axiological Completions / MECA [9] in this structuralphenomenal context are, on the one hand, those relating to translation into life of the possibilities / requirements listed, wearing preponderance here: the possibility of returning to essence – the ability of ascension through spirituality – the possibility of highlighting the axiological completions, on the other hand – those related to the focus on diversification – information – unification, on the establishment of syntactical highlight of the pertinent datum.