Manuel Castells' Paradigm of the Network Society: the Potential for Theoretical Conceptualization and Implications for Higher Education

This article explores the formation and development of theoretical conceptions of the network society. For the purpose of theoretical generalization, the author conceptualizes the paradigm of the network society based on the work of Manuel Castells. The genesis of network theory is examined, along with a number of other theories of societal development. Based on these, the article outlines generalized stages in the evolution of societies. Network theory is presented as a continuation of the post-industrial/information society paradigm. It is emphasized that, at the macro level, network theory provides a framework for analyzing the current stage of social development in the contexts of globalization and informatization. The theoretical contributions of key developers of the network society concept of Barry Wellman, Jan van Dijk, and Manuel Castells are analyzed. Special attention is given to the version of network society theory proposed by Castells, particularly through the attempt to identify the core concepts of the network paradigm. The article underscores the absence of a unified categorical and conceptual framework for the paradigm. It highlights that conceptualizing network society theory allows for a deeper understanding of horizontal social organization as a structural principle that shapes the functioning of key spheres of social life, including the educational sector. The main and most evident features of the network society such as flexibility, scalability, resilience, and inclusion/exclusion are outlined. The network society is presented as one in which social relations are organized around networks, information forms the technological basis, and the information age serves as the historical context in which this society emerges and develops. Particular attention is devoted to the application potential of the latest version of Castells’ network theory in the study of modern education systems. The article concludes by identifying directions for further research on this topic, emphasizing the need to focus on the destructive aspects of network technologies.