杜尔凯姆的社会分工思想与教育功能的异化  

Durkheim’s Society Division Thought and the Dissimilation of Education Function

作　　者：盛宏寿[1] 

机构地区：[1]南京理工大学学生工作处,江苏南京210094

出　　处：《南京理工大学学报（社会科学版）》2007年第4期66-70,共5页Journal of Nanjing University of Science and Technology：Social Sciences

摘　　要：杜尔凯姆认为,人类的教育,作为一个客观的社会事实,横向地看必需满足社会需要,纵向地看则是一个使年轻一代系统地社会化的过程。教育变迁的历史轨迹表明,教育在取代身份等级充当社会分工工具,发挥其社会"效能"的同时,自身也深受其害。一方面,教育在努力弥合社会分工"失范",维护现代社会"同质性"与"多样性"的统一,促进社会"有机团结",另一方面,作为社会分工手段的教育,其功能渐遭异化。教育的社会分工"失范"有待改观,要求教育自身乃至社会必须有所作为。Durkheim expounded that as an objective social fact, education had to satisfy the need of society widthwise and be a process making the younger socialized lengthwise. The historical route of educational changes suggests that education exerts its social ＂efficacy＂ as an utensil for society division in place of identity classification and it is also hurt. On the one hand, education edeavotirs to mend the confusion in social division, maintain the coordination of uniformity and multiplicity in modem society and encourage organic solidification, and on the other hand, education＇s function has been dissimilated. The confusion of education＇s function in society division is desired to be rectified, and education itself and and even society have to do something.

关 键 词：杜尔凯姆 教育功能 异化 有机团结 

分 类 号：B565.4[哲学宗教—外国哲学]