The problem of defining the components of education is one of the fundamental questions of pedagogical theory and, at the same time, one of those questions which extend beyond the limits of pedagogical theory and by means of which pedagogical theory gets into basic contacts with some other special sciences and philosophy. Reflexions on defining educational content necessarily proceed from the aim of education, which presupposes a certain (philosophical) conception of man, and from the function of education, which is also basically connected with this conception of man. The fundamental condition for the development of an individual human being is the existence of social life and social consciousness and the capability of individual life and consciousness to participate in social life and consciousness. The immediate field of educational influence is that of the development of the individual’s life and consciousness. The central phenomenon in the process of the development of man is the content and creativity of human consciousness. The level of the creative and re-creative activity of an individual is determined essentially be the quality of the content of the individual’s consciousness. On the basis of a theoretical analysis of the natural specificness of man it is possible to say that man is creative subject, this being mainly due to his capacity to master and change the world as well as himself. Then the content of the educational influence should be — most generally speaking — the fundamental ways by means of which man takes possession of the world and of himself, i.e. spiritual and spiritually practical ways of mastering the world. The components of education as pedagogical forms of the fundamental human ways of mastering the world represent, by their contents, the basic provinces of life, in which man lives, which he gets to know, which he remoulds and develops; at the same time, these contents create and develop the ≫senses≪ of man for these provinces of life, they develop the physical and psychical qualities of man and make a personality capable, to a different degree individually, of cultivated consumption and cultivated creation.