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Summary
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.
Author Biography
Emile Durkheim (1858–1917) was a French sociologist who formally established the academic discipline and, with Karl Marx and Max Weber, is commonly cited as the principal architect of modern social science.
Table of Contents
| Foreword | p. vii |
| Preface | p. ix |
| Introduction: Secular Morality | p. 1 |
| The Elements of Morality | |
| The First Element of Morality: The Spirit of Discipline | p. 17 |
| The Spirit of Discipline (continued) | p. 33 |
| The Spirit of Discipline (concluded); and the Second Element of Morality: Attachment to Social Groups | p. 47 |
| Attachment to Social Groups (continued) | p. 64 |
| Attachment to Social Groups (concluded); and the Linkage of the First Two Elements | p. 80 |
| Conclusions on the First Two Elements of Morality; and the Third Element: Autonomy, or Self-Determination | p. 95 |
| Autonomy, or Self-Determination (concluded) | p. 111 |
| How to Develop the Elements of Morality in the Child | |
| Discipline and the Psychology of the Child | p. 129 |
| The Discipline of the School | p. 144 |
| The Use of Punishment in the School | p. 158 |
| The Use of Punishment in the School (continued) | p. 174 |
| The Use of Punishment in the School (concluded); and the Meaning and Uses of Rewards | p. 191 |
| Attachment to the Social Groups: Altruism in the Child | p. 207 |
| The Influence of the School Environment | p. 223 |
| The School Environment (concluded); and Teaching the Sciences | p. 237 |
| Teaching the Sciences (concluded) | p. 252 |
| Teaching Aesthetics and History | p. 267 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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