Toporov’s personality was highlighted in the researches of Ukrainian and Russian scientists and writers: T. K. Peresunko, E. H. Miroshnychenko, H. A. Toporov, I. H. Toporov, V. P. Shkvartsiaia and others. Theses and monographs about A. M. Toporov’s social and pedagogical experience were held by I. A. Akimov, M. M. Bohdanovych, V. I. Bochkovskyi, P. S. Vykhodtsev, O. B. Horianin, E. A. Dobrenko, I. S. Kuznetsov, E. V. Orekhovska, V. S. Petrenko, P. D. Styrov, I. V. Trotsiuk, V. P. Trushkin, N. V. Farshatova, M. N. Yanovskyi and others. The purpose of this article is to summarize, group and present publications on periods in accordance with the formation of A. M. Toporov’s heritage. The following methods are used in the study: bibliographic search, comparison and contrast, historical and retrospective analysis. The article highlights the periods of formation and study of A. M. Toporov’s pedagogical heritage. There are four periods of study and understanding of A. M. Toporov’s heritage: the first (1920–1937) relates to social and educational activities of Adrian Mytrofanovych in the commune “Mayskoe Utro” (May Morning). The second period (1937–1958) is concerned with his imprisonment and rehabilitation in 1958. The third period (1958–1984) coincides with A. M. Toporov’s vigorous activity in Ukraine. The fourth period covers the years after A. M. Toporov’s death (1984–2016). The analyzed and summarized scientific work is aimed at the studying of A. M. Toporov’s personality. Comprehensive study of his social, educational, cultural and educational activities is based on different research areas: social, philosophical, historical, cultural, philological, literary, teaching. As a result, it’s obvious that there is demand in search of opportunities and conditions of the usage of A. M. Toporovs’ pedagogical heritage in reforming education in Ukraine. The analysis of relevant scientific and other publications made it possible to conclude that the research of A. M. Toporov’s personality conducted socio-philosophical, historical, cultural, philological and literary areas. However, purely historical and pedagogical researches are fragmented and require deeper and complete analysis of educational and outreach activities of A. M. Toporov, the research of his pedagogical ideas, studying the terms of A. M. Toporov’s pedagogical legacy in the process of educational reforms in modern Ukraine.