To the question of applying the concept of scientific-educational knowledge in sociology

The article is devoted to the concept of scientific-educational knowledge, little developed in modern sociological science. The subject of the research is the formation of the sociological concept of scientific-educational knowledge, its main characteristics and features of the relationship with certain types of knowledge, concepts and branches of sociological science that study them. 
The article consists of two main sections - a historical and sociological review of educational knowledge studies and a substantiation of the conceptual unity of educational and scientific-educational knowledge. The first section characterises sociological studies of knowledge, including educational knowledge. In this aspect, the concepts of A.Comte, M.Scheler, K.Mannheim, P.Berger and T.Luсkmann are considered. The author draws attention to the features of educational knowledge and its connection with educational practices, revealed in modern theories of vocational education. These theories are presented in the works of British researchers J.Furlong, G.Whitty, M.Young, J. Muller, J.Hordern, created at the intersection of the sociology of knowledge and the sociology of education. A review of previous studies of educational knowledge made it possible to identify important aspects of continuity with modern concepts. The second part of the article analyses the conceptual unity of educational and scientific-educational knowledge. The main concept list of the sociological concept of scientific and educational knowledge is revealed, including the concepts of knowledge, education, science, educational knowledge, everyday (ordinary) knowledge, sociological knowledge. The concept of scientific-educational knowledge is considered as the central one. Among the branches of sociology for which the listed concepts are key and act as categories, the article considers the sociology of knowledge, the sociology of education, the sociology of science, the sociology of everyday life. The article also shows that scientific-educational knowledge is formed at the junction of the most important areas of activity: firstly, scientific research (scientific work), secondly, education (study work), thirdly, the production, distribution and consumption of a special type of knowledge that is the result of the interaction of subjects of science and education.