To the issue of scientific research programming in continuous education (field approach)

the article deals with one of the most pressing problems in the development of lifelong education, namely creation of research programs that would ensure the conceptualization and development of pedagogical practices and forms of activities. Moreover, most modern scholars of lifelong education problems find themselves in a situation of internal split between two paradigms (T.Kun), one of which (“traditionalist”) focuses on the historical development and continuity of forms of education, and the other (“avant-garde”) captures the individual continuity and development value regardless of the educational institutional practices. Based on the characteristics of each of these paradigms in the logic of analyzing the research programs of I. Lacatos, the author comes to the conclusion to actualize the complex of ideas about the field of scientific and educational activities (P. Bourdieu), supplemented by the ideas of structural psychoanalysis (J. Lacan). Interpretations of fundamental methodological problems are analyzed in detail: the structure of educational reality, the meaning and value of scientific knowledge, the mechanisms of objectification, etc. In conclusion the author considers the clusters of the main research problems in the field of modern education, and also reveals the structural components of the current methodological discourse