Moral Education (Google eBook)

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Courier Corporation, Apr 30, 2012 - Psychology - 304 pages
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18 lectures by an influential theorist who discusses school as an appropriate setting for moral education. A pioneer of sociology, Durkheim explains the first element in fostering morality as the development of a sense of discipline, followed by a willingness to behave in accordance with collective interest, and a sense of autonomy.
  

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Contents

Secular Morality
1
The Spirit of Discipline
17
The Spirit of Discipline corrrmurzn
33
Attachment to Social Groups
47
the Linkage of the First Two Elements
80
and the Third Element Autonomy
95
Discipline and the Psychology of the Child
129
r0 The Discipline of the School
144
The Use of Punishment in the School
158
and Teaching the Sciences
237
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Page 13 - for those necessary advances. He must be on his guard against transmitting the moral gospel of our elders as a sort of closed book. On the contrary, he must excite in them a desire to add a few lines of their own, and give them the tools to satisfy this legitimate ambition.
Page 10 - barrier which keeps violators at arm's length, just as the religious domain is protected from the reach of the profane. It is a sacred domain. All the things it comprises are as if invested with a particular dignity that raises them above our empirical individuality, and that confers upon them a sort of

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About the author (2012)

Emile Durkheim was born in Epinal, France on April 15, 1858. He received a baccalauréats in Letters in 1874 and Sciences in 1875 from the Collège d'Epinal. He became a professor of sociology at the Sorbonne, where he founded and edited the journal L'Annee Sociologique. He is renowned for the breadth of his scholarship; for his studies of primitive religion; for creating the concept of anomie (normlessness); for his study of the division of labor; and for his insistence that sociologists must use sociological (e.g., rates of behavior) rather than psychological data. He published several works including His Suicide in 1897. His notion of community, his view that religion forms the basis of all societies, had a profound impact on the course of community studies. He died on November 15, 1917 at the age of 59.

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