Abstract
The traditional, subject-based structure assumes that the student is obligated to master the content of school subjects. This kind of approach has come into conflict with students' capacities, with the necessity of orienting content more rigorously to the development of the individual rather than merely to the assimilation and consolidation of knowledge and abilities that have been acquired. A system of continuous education is taking shape in which general secondary education emerges as the fundamental element. There is an ongoing search for the optimal ratio of the general and the particular, not only on the level of the specific school subject, but also on the level of our understanding of the content of school education as a whole, its composition and structure, its basic components.
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