Вместо заключения

В данной работе мы ставили цель представить в содержательном плане зарубежные теории образования, реализовать, если так можно выразиться, «объективный», а не рационально-критический ракурс в их изучении. В то же время мы сознательно опустили и сравнительный аспект в рассмотрении зарубежных парадигм и теорий образования относительно отечественной социологии образования, поскольку эта тема требует совершенно иного подхода к написанию работы.

В науке об обществе невозможно избежать оценок, идеологизации, что в достаточной мере, как мы имели возможность убедиться, присуще и социологическим теориям образования, что, конечно, имеет свои причины. Однако идеологическая подоплека социологии образования не являлась объектом нашего интереса.

Рассмотрение основных парадигм и теорий современной зарубежной социологии образования позволяет с достаточными основаниями утверждать, что в данной отрасли социологической науки проблема образования нашла широкое и обстоятельное освещение. Многообразие подходов и концепций образования свидетельствует в первую очередь о том, что разные ракурсы, присущие его исследованиям, отражают не только методологическое разнообразие социологической науки, но, прежде всего, сложность предмета изучения, многоаспектность, многогранность данного феномена.

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