In this study the author has dealt with some of the topical questions concerning the content of instruction from the viewpoint of the characteristic features of science. Some of the hitherto applied tendencies in the selection and arrangement of the content of instruction have corresponded to the characteristics of the so-called classical science, but they do not suit the present-day conception of science more. The point in question is, above all, the absolutization of the resultative form of the existence of science (and other spheres of social practice as well). If the absolutization of resultativeness was to some extent justified from the viewpoint of the essential properties of classical science, this justification does not exist from the viewpoint of present-day science. The problem of the absolutization of resultativeness has been investigated from the viewpoint of a broader context of the so-called rationality types as well as from the viewpoint of some consequences in instruction. In conelusion a brief survey is given of the various tendencies which in the last 20 to 30 years have, more or less sucessfully, tended to overcome the resultativeness in instruction.