涂尔干的实证主义与教育社会学  

E. Durkheim's Positivism and Sociology of Education

作　　者：贺晓星[1] 

机构地区：[1]南京大学社会学院

出　　处：《南京社会科学》2016年第1期136-142,135,共8页Nanjing Journal of Social Sciences

基　　金：国家社科基金项目"西方教育社会学理论流派的思想史研究"(BAA100011)的阶段性成果

摘　　要：涂尔干在教育社会学研究中积极倡导实证主义精神,体现出了"科学"与"社会"两种责任情结。教育社会学对涂尔干思想的营养汲取存在着偏颇,仅在涂尔干早、中期社会学理论框架下思考其教育社会学贡献,而缺乏一种整体、发展的眼光看涂尔干的研究。涂尔干对于教育社会学的一个重要贡献,在于他为教育社会学与知识社会学的有机连接,在思想上提供了丰富的可能性。E. Durkheim promoted positivism in his works of sociology of education,reflecting his great sense of ＂science＂and ＂society＂. But our understanding of Durkheim＇s contributions to sociology of education is still limited or even biased on his earlier works. Researchers have directed little attention to what Durkheim＇s later work means to sociology of education. This paper revisits Durkheim＇s ideas,indicating the significance of the signposts he provides for the organic linkage of sociology of education and sociology of knowledge.

关 键 词：涂尔干 实证主义 教育社会学 知识社会学 

分 类 号：G40-05[文化科学—教育学原理]