Briefly describe Durkheim s theory of educational function and Durkheim s pedagogical views

In Durkheim's theory of education, morality is defined as a set of systems that regulate behavior in accordance with predetermined principles, aiming to eliminate the arbitrariness of an individual's behavior and make his behavior meet normative standards. The continuity of morality determines that it does not change with the passage of time. The spirit of discipline is produced by people's moral life, which is routine and authoritative, and takes moral authority as the criterion to abide by, so as to regulate people's behavior and habits.

In Durkheim's view, the conventional elements of discipline enable people to acquire similar behaviors and abilities in similar circumstances, laying the foundation for the formation of habits, which is also a moral premise. Thus, in Durkheim's view, discipline can make people's behavior more normative under certain conditions. The authority of the spirit of discipline has more important significance than the conventionality, and the powerful normative role exists because of the authority, and its existence is closely related to the existence of the spirit of discipline.

Authority is also defined by Durkheim as the most prominent essence of morality, and only by restricting the authority of discipline can people make their own behavior conform to the requirements of morality. People's pursuit of desire is contrary to morality, and when the continuous expansion of desire conflicts with morality, it is the authority of discipline that restricts people's behavior and makes moral norms have real strength. Authority, in a sense, is higher than people's conscience and is a norm that people generally recognize2.

When there is a conflict between social needs and personal interests, personal interests are subject to moral norms.

The lowest score refers to the lowest score to the school, although the pitch line is reached, but it is not necessarily admitted, because the number of plans is 100, and the number of pitches is 120If 20 of the top 100 students are unwilling to study, then the minimum score of 290 will be admitted, otherwise it will not work.

Dull's pedagogical point of view:

Education is first and foremost a social activity. Durkheim criticized the view that education was a mere personal matter in the philosophical and educational circles that had preceded him, and pointed out that the limitation of this view was that the influence of education on the individual was examined from the perspective of abstract education and abstract man, detached from concrete historical and social conditions.

In reality, there is no such thing as an education that applies to all people without distinction, and every society has its own unique educational system that can have an irresistible impact on the individual. Education has an impact on individuals under specific social conditions. The customs and ideas that determine education are not individual creations, but are common products of social life, expressing the common needs of social life.

Individuals can only learn to understand the education system, but they cannot create, destroy or change existing realities at will.

Answer]: B Durkheim believed that "education consists in the systematic socialization of the younger generation".

Durkheim's sociological thought on education mainly includes two aspects: the education of collective consciousness and the education of discipline.

1. Tu believes that morality is contained in the collective consciousness, so the education of collective consciousness should become the primary content of moral education. Morality is not a mechanical regulation of certain rules of behavior by society, but a "collective consciousness" that arises from society.

2. Collective consciousness is the sum of the beliefs and emotions shared by members of society independent of the individual, and it is the "spiritual symbol of society" that takes precedence over individual existence and is passed down from generation to generation.

3. Collective consciousness is a kind of independent psychological entity that restricts people's behavior and regulates the relationship between people, and is a common belief and sentiment that most people in society are unwilling to share and share, including values, morality, social customs and symbolic behavior patterns.

Durkheim's Introduction to Educational Sociology and Discipline Education:

1. Tu believes that discipline education is the core task of moral education and even the whole school education.

2. This is because the individual is born in society and is by no means the opposite; Second, the central problem of modern society, which originated from industrial society, is the problem of individuals, groups, and society; Third, because people are susceptible to natural selfishness and self-interested desires, they need to be constrained by discipline and education based on the interests of the community.

3. "To train the individual to become one with society, it is necessary to make them aware both that each and every one must behave in accordance with social norms, and at the same time realize the intrinsic and superior value of the collective to which each of us belongs, to which we belong now and in the future." ”