The substantiation of the content of education is one of the most important and traditional problems of didactics. Taking into account the social essence and pedagogical affiliation of the educational content, it can be defined as a pedagogical model of a social order addressed to the educational system. This model has a multilevel hierarchical structure. At the highest level - the level of general theoretical representation, the content of education is fixed in the form of generalized systemic knowledge about the composition, elements, structure and functions of social experience transmitted to students. At the level of the academic subject, an understanding of the individual parts of the content that carry specific functions in education is developed. Therefore, approaches to solving the problem of the content of education depend on the social order, the goals of education and training.