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The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

This paper analyzes Peter Berger's theory of secularization, its main arguments and recent developments in general described as the theory of desecularization. The first part of the text examines Berger's theory of religion as the sacred canopy and secularization as the process in which religious symbols and institutions loose their dominance in the contemporary society. The second part focuses on the recent developments in Berger's theory of secularization which is usually described as the theory of desecularization, its main arguments and factors. The third part presents arguments of main critique (Steve Bruce) and supporters (Grace Davie, Danièle Hervieu-Leger) of recent developments within Berger's theory of secularization. The paper ends with the generalizing insights into Berger's secularization and desecularization theories and their application for contemporary societies. The author concludes that desecularization theory should be tested within the societies of the new member states of the European Union; she also emphasizes that Berger's classical distinction between objective and subjective secularization remains useful tool for the analysis of religion in contemporary society.

This paper analyzes Peter Berger's theory of secularization, its main arguments and recent developments in general described as the theory of desecularization. The first part of the text examines Berger's theory of religion as the sacred canopy and secularization as the process in which religious symbols and institutions loose their dominance in the contemporary society. The second part focuses on the recent developments in Berger's theory of secularization which is usually described as the theory of desecularization, its main arguments and factors. The third part presents arguments of main critique (Steve Bruce) and supporters (Grace Davie, Danièle Hervieu-Leger) of recent developments within Berger's theory of secularization. The paper ends with the generalizing insights into Berger's secularization and desecularization theories and their application for contemporary societies. The author concludes that desecularization theory should be tested within the societies of the new member states of the European Union; she also emphasizes that Berger's classical distinction between objective and subjective secularization remains useful tool for the analysis of religion in contemporary society.

This paper analyzes Peter Berger's theory of secularization, its main arguments and recent developments in general described as the theory of desecularization. The first part of the text examines Berger's theory of religion as the sacred canopy and secularization as the process in which religious symbols and institutions loose their dominance in the contemporary society. The second part focuses on the recent developments in Berger's theory of secularization which is usually described as the theory of desecularization, its main arguments and factors. The third part presents arguments of main critique (Steve Bruce) and supporters (Grace Davie, Danièle Hervieu-Leger) of recent developments within Berger's theory of secularization. The paper ends with the generalizing insights into Berger's secularization and desecularization theories and their application for contemporary societies. The author concludes that desecularization theory should be tested within the societies of the new member states of the European Union; she also emphasizes that Berger's classical distinction between objective and subjective secularization remains useful tool for the analysis of religion in contemporary society.

The aim of the article is to identify and critically assess the key concepts, ideas, and the epistemological principles of the contemporary sociological theory. In light of the "peripheral" concerns, the aim of the paper is to identify and critically assess the meta-methodological principles of the contemporary sociological theory. The article focuses on the relations between sociology, society, modernization, and globalization, including the "borderline" Lithuanian case. In the later analysis, the paper focuses on the differences of social theory and sociological theory, the sociological forms and the criteria of their differentiation. The article attempts to provide an understanding of the conceptual connections between social theory and political philosophy. Although the concept of "theory" has deep roots in the professional discourses of East European intellectuals, sociological theory finds itself in a position where it cannot significantly affect the socio-political intellectual agenda. Moreover, the theoretical sociology more and more is identified with the role of the 'under laborer'. The situation is further complicated by the fact that the deterministic scheme of the old (Soviet) historicism corresponds to the optimistic perspective of the new (Western) historicism. The article points out to an urgent need to re-think the perspectives of sociological theory for contemporary times. The article concludes with discussion of criteria in the assessment of status and value of theoretical sociology.

The aim of the article is to identify and critically assess the key concepts, ideas, and the epistemological principles of the contemporary sociological theory. In light of the "peripheral" concerns, the aim of the paper is to identify and critically assess the meta-methodological principles of the contemporary sociological theory. The article focuses on the relations between sociology, society, modernization, and globalization, including the "borderline" Lithuanian case. In the later analysis, the paper focuses on the differences of social theory and sociological theory, the sociological forms and the criteria of their differentiation. The article attempts to provide an understanding of the conceptual connections between social theory and political philosophy. Although the concept of "theory" has deep roots in the professional discourses of East European intellectuals, sociological theory finds itself in a position where it cannot significantly affect the socio-political intellectual agenda. Moreover, the theoretical sociology more and more is identified with the role of the 'under laborer'. The situation is further complicated by the fact that the deterministic scheme of the old (Soviet) historicism corresponds to the optimistic perspective of the new (Western) historicism. The article points out to an urgent need to re-think the perspectives of sociological theory for contemporary times. The article concludes with discussion of criteria in the assessment of status and value of theoretical sociology.

The aim of the article is to identify and critically assess the key concepts, ideas, and the epistemological principles of the contemporary sociological theory. In light of the "peripheral" concerns, the aim of the paper is to identify and critically assess the meta-methodological principles of the contemporary sociological theory. The article focuses on the relations between sociology, society, modernization, and globalization, including the "borderline" Lithuanian case. In the later analysis, the paper focuses on the differences of social theory and sociological theory, the sociological forms and the criteria of their differentiation. The article attempts to provide an understanding of the conceptual connections between social theory and political philosophy. Although the concept of "theory" has deep roots in the professional discourses of East European intellectuals, sociological theory finds itself in a position where it cannot significantly affect the socio-political intellectual agenda. Moreover, the theoretical sociology more and more is identified with the role of the 'under laborer'. The situation is further complicated by the fact that the deterministic scheme of the old (Soviet) historicism corresponds to the optimistic perspective of the new (Western) historicism. The article points out to an urgent need to re-think the perspectives of sociological theory for contemporary times. The article concludes with discussion of criteria in the assessment of status and value of theoretical sociology.

The aim of the article is to identify and critically assess the key concepts, ideas, and the epistemological principles of the contemporary sociological theory. In light of the "peripheral" concerns, the aim of the paper is to identify and critically assess the meta-methodological principles of the contemporary sociological theory. The article focuses on the relations between sociology, society, modernization, and globalization, including the "borderline" Lithuanian case. In the later analysis, the paper focuses on the differences of social theory and sociological theory, the sociological forms and the criteria of their differentiation. The article attempts to provide an understanding of the conceptual connections between social theory and political philosophy. Although the concept of "theory" has deep roots in the professional discourses of East European intellectuals, sociological theory finds itself in a position where it cannot significantly affect the socio-political intellectual agenda. Moreover, the theoretical sociology more and more is identified with the role of the 'under laborer'. The situation is further complicated by the fact that the deterministic scheme of the old (Soviet) historicism corresponds to the optimistic perspective of the new (Western) historicism. The article points out to an urgent need to re-think the perspectives of sociological theory for contemporary times. The article concludes with discussion of criteria in the assessment of status and value of theoretical sociology.

The aim of the article is to identify and critically assess the key concepts, ideas, and the epistemological principles of the contemporary sociological theory. In light of the "peripheral" concerns, the aim of the paper is to identify and critically assess the meta-methodological principles of the contemporary sociological theory. The article focuses on the relations between sociology, society, modernization, and globalization, including the "borderline" Lithuanian case. In the later analysis, the paper focuses on the differences of social theory and sociological theory, the sociological forms and the criteria of their differentiation. The article attempts to provide an understanding of the conceptual connections between social theory and political philosophy. Although the concept of "theory" has deep roots in the professional discourses of East European intellectuals, sociological theory finds itself in a position where it cannot significantly affect the socio-political intellectual agenda. Moreover, the theoretical sociology more and more is identified with the role of the 'under laborer'. The situation is further complicated by the fact that the deterministic scheme of the old (Soviet) historicism corresponds to the optimistic perspective of the new (Western) historicism. The article points out to an urgent need to re-think the perspectives of sociological theory for contemporary times. The article concludes with discussion of criteria in the assessment of status and value of theoretical sociology.