作为一种符号暴力理论，布迪厄的教育社会学基于文化专断性的理论假设。它的一个主要观点是文化再生产的隐秘目的在于进行社会再生产。透过教学行动、教学权威、教育工作和教育系统这一组概念及其相互之间的逻辑联系，可以把握布迪厄教育理论的内在肌理构成。各个阶级的教育习性与其在社会空间中所处的位置相关。通过将社会区隔转化为学术区隔，教育体制将社会区隔合法化了。教育体制垄断了特定资本，主要是文凭的生产、分配和转换，并以其区隔的逻辑向社会世界强加以符号暴力。权力场深度渗透、影响着教育场，威胁着教育自主性。布迪厄的教育理论及其经验研究，引起了诸多争鸣，它具有进一步思考的价值。

As a theory of symbolic violence， Bourdieus sociology of education is based on the theoretical hypothesis of culture arbitrariness. Its main point is that the secret purpose of culture reproduction is to push social reproduction. Through the concepts of teaching activities， teaching authority， education work and education system as well as their logical connections， we can grasp the internal texture of Bourdieus sociology of education. The nature of education in each stage is related to its location in social space. The education system justifies social divisions by transforming social divisions into academic divisions. The education system monopolizes special capital， mainly the production， distribution and transferring of diplomas， and exerts symbolic violence to the society. The field of power penetrates deeply into the field of education and further threatens educational autonomy. Bourdieus sociology of education and its experimental research arouses heated debates and is worth further considering.