デュルケームの社会化の概念

抄録

The pedagogy of Durkheim is here interpreted under the concept of socialization. This, however, has been frequently criticized as an interpretation limiting education to a function of conservative maintenance of the status quo. This paper examines the validity of such criticism.
It is clear that Durkheim subjectively included in his idea of socialization the formation of a critical subject and therefore attributed to education also a function of social reform. But this critical subject is not correctly located in his sociology. It is unavoidable, therefore, that the individual is understood as subject to society. In spite of this shortcoming his view that, on the average, the individual reason does not transcend group reason is true and as long as that is admitted, his definition that education as a rule is socialization must also be admitted.