Social reproduction in the context of "Symbolic capital"

The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.

Education is seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality, and acquiring wealth and social status. Education is perceived as a place where children can develop according to their unique needs and potential. Not only can children develop, but young and older adults too. Social interaction between people through education can always further development no matter what age they are. It is also perceived as one of the best means of achieving greater social equality. Many would say that the purpose of education should be to develop every individual to their full potential, and give them a chance to achieve as much in life as their natural abilities allow (meritocracy). Few would argue that any education system accomplishes this goal perfectly. Some take a particularly critical view, arguing that the education system is designed with the intention of causing the social reproduction of inequality. Sociology is study of human relationship.

Historical sociology is an interdisciplinary field of research that combines sociological and historical methods to understand the past, how societies have developed over time, and the impact this has on the present. It emphasises a mutual line of inquiry of the past and present to understand how discrete historical events fit into wider societal progress and ongoing dilemmas through complementary comparative analysis.

Looking at how social structures are changed and reproduced, historical sociology strives to understand the visible mechanisms and hidden structures that hinder certain parts of human development, whilst allowing other parts to thrive. Throughout this, it challenges the ahistoricism of modern sociology as a discipline, of the limited engagement with the past in studying social structures, whilst simultaneously critiquing the disengagement of historical study with the differences between societies and the broader social patterns between historical events.