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This article theoretically discusses the role the concept of knowledge has played in some areas of the sociology of education and social studies of science with the aim of finding criteria and lines of conceptual unification for the sociology of knowledge. In particular, we discuss the contributions made by the new sociology of education (NSE) and the subsequent critique of social realism (SR) which recovers philosophical aspects of critical realism (CR), and the post-Kuhn interventions undertaken by the sociology and anthropology of science in the late 20th Century. We conclude that the critiques of SR have been more normative than empirical, and that the distinction of those two levels is indispensable to find unified conceptual criteria in the general discipline of the sociology of knowledge.

crítica del realismo social a la nueva sociología de la educación y su diálogo con la sociología de la ciencia