Technologies of Self-Education

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Abstract
In the sociohumanities literature that now exists concerning problems of education the sociological approach to the study of self-education has not yet found either its place or its researchers, nor is there any proper understanding of the topical urgency of the problem. This has been conditioned by a number of factors, two of which we consider to be most important. First of all, entrenched stereotypes in the sphere of science: because it is so closely linked to education, self-education has been traditionally examined within the framework of the problems thereof, as a kind of associated element or something merely "implied"; second, the specific nature of the phenomenon itself: as an individual and personal phenomenon, self-education did not figure immediately in the research field of sociology, inasmuch as it was the object primarily of psychology and pedagogy (for more detail see [1]).

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