Selected problems of the application of sociological theories in the theory of education

Abstract

The importance of sociology for the theory of upbringing is obvious. The pedagogue can use it in several ways. The first is the "encrusting" of the pedagogical text using sociological quotes and terms. Another is the use of sociology to characterize social and cultural factors of education. You can rely on it completely and uncritically. Hide behind the authority of sociological fame. The pedagogue can also critically analyse sociological theories, and determine their paradigmatic assumptions, including ontological and epistemological assumptions. Everything is fine when the educator independently develops the sociological idea, the author takes responsibility for the "theoretical scaffolding" he uses, and does not shirk responsibility by hiding behind the back of a "famous" sociologist. The most valuable, but very demanding way of using sociological knowledge by a pedagogue is the interdisciplinary ability to independently (although of course based on existing concepts and research results) of sociological thinking by the theorist of education. However, this requires creative mastery of sociology. We find such cases in scientific practice. You can also go without sociology at all, but then the subject of the study becomes an artefact, "preparation" wholly taken out of reality. You can also go without sociology at all, but then the subject of the study becomes an artefact, "preparation" wholly taken out of reality.