著者

白烏 義彦

出版者

社会学研究会

雑誌

ソシオロジ (ISSN:05841380)

巻号頁・発行日

vol.37, no.2, pp.21-39,181, 1992-10-31 (Released:2017-02-15)

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During the Third Republic, the problem of the Educational Reform was crucial. Nonetheless its resolution was indispensable for the modernization and creation of France as a substantial nation-state. At that time, the church was a powerful opponent of this Reform. On the one hand, the church's role as educator greatly influenced the French people; on the other hand, it also conspired with Royalists and resisting allegiance to the Republican Government. For these reasons, the Educational Reform necessarily implied the secularisation of the education. Under this Reform, henceforce French education became "secular, compulsory, free of charge," and thereby greatly reducing the power of the church. The main objective of this article is to show the relationship between the Educational Reform and Durkheim's theory of education. Émile Durkheim was one of the founders of sociology and a contemporary of this Reform. His wide field of research includes such problems as: the division of labor,suicide, methodology of sociology, etc.; moreover the question of education holds amost important position in his field. In his analysis of the problem of education, he grasped the system of education as a real social institution and emphasized the necessity for a historical approach to education. He argued the role of the State to the education, in the context of the "freedom of education". Through the development of his theories, he supported the reform movement. This article also focusses on the importance and the interest of studying the practical character of Durkheim's sociology and of Durkheim himself.