This book explores the social conditions for valuing education and the limits of sociology in addressing this type of problem. It will appeal to readers interested in problems related to the different conditions for valuing schooling and those most directly concerned with the difficulties and limits of the social sciences. As the book argues, what is currently at stake in education is the need to specify and recognize the fundamentals and distinct logics. Its central idea is that the main limits and challenges refer to the conditions of autonomy of the social sciences in relation to the themes under study. These conditions tend to be even more challenging when dealing with themes and problems linked to higher social and cultural spheres and positions.