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Whilst loneliness may be receiving greater media and political attention, the tendency to present the issue as a discrete individual problem separable from wider social concerns has led to some frustration amongst the sociologically minded. The purpose of this paper is to provide a sociological account of loneliness which is not as susceptible to individualist interpretations as other works in the genre have been. As such the paper focuses on how the structure of a society, rather than its culture, might lead to loneliness. To this end, the paper makes original use of the works of Georg Simmel (1858–1918). Specifically, Simmel's account of how we come to know other people through synthetic construction is applied to his better‐known theory of intersecting social circles. The author claims that when taken together these two aspects of Simmel's thought suggest that social structure can create a form of social isolation in which people find it very difficult to get to know one another, due to a lack of multiple‐context interactions with the same people during their day‐to‐day behavioural patterns. This clustering of interactions within narrow interlocuter‐contexts is hypothesised to account for a portion of the variability in loneliness across individuals, societies and historical time, and is provisionally named as structural loneliness. [ABSTRACT FROM AUTHOR]

In the contemporary era, societies are divided, and political polarization is increasing. One of the most powerful instruments the government can use is general standard education, specifically citizenship education. We will look at the case of Estonia, because Estonia's main political cleavage is the ethnic cleavage between the Estonian and the Russophone community. Our main research question is as follows: How would it be possible to use democratic citizenship education to decrease in the future the socio-economic inequality between different communities in Estonia? We will outline the context of ethnic socio-economic inequality in Estonia and show how these differences have been at least partially influenced by the current education system in Estonia and how citizenship education can be used to reduce these inequalities in the future. We will conduct an empirical analysis of the curriculum, and this will be followed by semi-structured qualitative interviews. In the discussion, we will make suggestions to the current Estonian citizenship education policy and offer various insights into tackling this issue. [ABSTRACT FROM AUTHOR]