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List of contents
Chapter 1 Introduction, W. S. F. Pickering, Geoffrey Walford; Part 1; Chapter 2 Emile Durkheim and Moral Education in a Pluralistic Society, Mark S. Cladis; Chapter 3 Emile Durkheim, Citizenship and Modern Education, Anton A. Wesselingh; Chapter 4 Kohlberg's Critique of Durkheim's Moral Education, Stephen P. Turner; Chapter 5 The Administration of Punishment in Schools, W. S. F. Pickering; Chapter 6 Teaching Autonomy, W. Watts Miller; Part 2; Chapter 7 Japanese Education, Roger Goodman; Chapter 8 Educating for Social Cohesion in a Pluralist Society, Mart-Jan de Jong, Jacques F. A. Braster; Chapter 9 Durkheim, Democracy and Diversity, Geoffrey Walford; Chapter 10 Durkheim, Dewey and Progressive Education, Alan R. Sadovnik, Susan F. Semel; Chapter 11 Emile Durkheim in the Context of the American Moral Education Paradigm, Arthur K. Ellis; Chapter 12 Classroom Management as Moral Education, David Rigoni; Part 3; Chapter 13 Durkheim, Social Revitalization, Education and Religion, Philip Wexler, Paul Stein;
About the author
Geoffrey Walford is Reader in Education Policy and a Fellow of Green College at the University of Oxford. His publications include Privatization and Privilege in Education (1990) and, as editor, Doing Educational Research (1991).
W. S. F. Pickering helped to found the British Centre for Durkheimian Studies at the University of Oxford in 1991 and is currently its General Secretary. His latest publications with Routledge include Debating Durkheim (edited with H. Martins, 1995) and On Durkheim's Elementary Forms of Religious Life (co-edited with N. J. Allen and W. Watts Miller, 1998).
Summary
This volume explores Durkheim's place in modern educational thought at three different levels:
* Durkheim's ideas on education are analyzed and placed in the context of modern society
* current educational issues are explored using a Durkheimian framework
* Durkheim's thought is related to that of modern educational theorists to reveal his enduring influence
In discussing Durkheim's modern relevance, the contributors stress his desire to integrate the practical and theoretical aspects of education. They identify particular pertinence in his focus upon the moral base of education and his insistence upon the importance of the social and society.
