Emile Durkheim is widely lauded as one of the founding fathers of modern Sociology and for his substantial contribution to the sociology of education. This set brings some of his most important writings on the subject together for the first time.
Part I Morals; Introduction, W. S. F.Pickering; Chapter 1 1904a(5) Review ‘LÉvy-Bruhl,La Morale et la science des moeurs,Alcan, Paris, 1903’; Chapter 2 1905b Contribution to ‘Morality without God: an attempt to find a collectivist solution’; Chapter 3 1906a(11)Review ‘Albert Bayet, La Morale scientifique: essai sur les applications morales des sciences sociologiques,Alcan, Paris, 1905’; Chapter 4 1907a(10)Review ‘Westermarck, The Origin and Development of the Moral Ideas,vol. I, London, 1906’; Chapter 5 1908a(2)A discussion on positive morality: the issue of rationality in ethics; Chapter 6 1910bA discussion on the notion of social equality; Chapter 7 1920a‘Introduction to ethics’; Part II Education; pII_Introduction, W. S. F.Pickering; Chapter 8 1904a(40) and (41)Review ‘Durkheim, “PÉdagogie et sociologie”and Paul Barth, “Die Geschichte der Erziehung in soziologischer Beleuchtung”’; Chapter 9 1909a(2)A discussion on the effectiveness of moral doctrines; Chapter 10 1911aA discussion on sex education; Chapter 11 1911c(2)‘Childhood’; Chapter 12 1912bA discussion on the boarding school and the New School; Chapter 13 1916c‘The moral greatness of France and the school of the future’; Chapter 14 1919a‘Rousseau on educational theory’;, Volume 2 Part 1 Part One; Chapter 1 The history of secondary education in France; Chapter 2 The early Church and education (I); Chapter 3 The early Church and education (II); Chapter 4 The Carolingian Renaissance (I); Chapter 5 The Carolingian Renaissance (II); Chapter 6 The origins of the universities; Chapter 7 The birth of the University; Chapter 8 The meaning of the word universitas; Chapter 9 The arts faculty; Chapter 10 The colleges (concluded); Chapter 11 Teaching at the arts faculty; Chapter 12 The teaching of dialectic in the universities; Chapter 13 Dialectic and debate; Chapter 14 Conclusions regarding the University; Volume 2 Part 2 Part Two; Chapter 15 The Renaissance (I); Chapter 16 The Renaissance (II); Chapter 17 Educational theory in the sixteenth century; Chapter 18 The educational thought of the Renaissance; Chapter 19 The Jesuits (I); Chapter 20 The Jesuits (II); Chapter 21 The Jesuits’ system and that of the University; Chapter 22 Conclusion on classical education; Chapter 23 The educational theory of the Realists; Chapter 24 The Revolution; Chapter 25 Variations in the curriculum in the nineteenth century; Chapter 26 Conclusion (I); Chapter 27 Conclusion (II);
