Applying the method of historical and genetic analysis the author emphasizes the importance of integration of pedagogy and sociology, and justifies defining a separate subject matter for pedagogical sociology. The article highlights the dependence of pedagogy and education on a certain chronotope and a particular social and economic situation in the world, in the country and in the region, following the idea proposed by E. Durkheim about the major role of sociology in exposing the goals of upbringing. The author thus makes a conclusion about the reverse influence (and, therefore, direct responsibility) of sociology, pedagogy and education on the state of affairs in society and personal development. Their complete integration, according to the author, will generally benefit people’s lives, help overcome the crisis of upbringing and lead us to the «community of communicative rationality» (J. Habermas).This high ethical ideal rooted in life as well as in our minds can be obtained through the means of pedagogical sociology which enriches educational process with real values, such as a person, identity, life and death, truth, justice, freedom, responsibility, good, beauty, faith, hope, love, fear. Its realization might ease the conflict between the aim and the tool, for a person ought to be grasped as the ultimate aim – an «open possibility», whose upbringing is to involve humane means which stimulate the development of moral consciousness in common communicative action of all participants of educational process.