DETERMINIZM OF E. DURKHEIM IN THE THEORY OF PEDAGOGY AND EDUCATION

Abstract

The pedagogical views of E. Durkheim presented in publication "Education and sociology" is analized. It is noted, that pedagogical determinism of Durkheim is the law of development of society that directly determine the nature of education, the place and role pedagogy in it. It has been revealed that Durkheim’s determinism in theory of education has certain boundaries and is outlined by the main elements dialectically these are the goals of education; cultural-historical element which includes following components: history of national pedagogy, influence of society and social environment. A special element of Durkheim’s theory of education is associated with the concept of national mentality. Dialectically, all elements and components of Durkheim’s educational theory form the educational culture of society. It is noted, that Durkheim’s goal of education is its sense; cultural-historical element is a prerequisite for achieving the goal; social environment is not an abstract phenomenon but concrete expressed in the specifics of the group socio-cultural relations of a person-a special personality forming space included in the education system as a component of the cultural and historical factor; mentality is a sphere of unconscious defined by the previous stages of cultural development and representing a complex of sustained motivation of personal and group behavior. Implicatively, the highlighted elements of Durkheim’s pedagogical ideas give a reason to unite them into a coherent whole and call them "E. Durkheim’s cultural-historical theory".
The cultural-historical component in Durkheim’s theory in the field of education and pedagogy which is used today as a methodological basis for studying and creating the structure of education in national society could in itself have value characteristics, counteract the destruction of national consciousness and lay the foundations for its preservation and painless adaptation.
It is noted that Durkheim’s idea is that consciousness should be able to naturally perceive innovation. Innovation is positively perceived by consciousness and provided by the unconscious and both factors are based on cultural and historical traditions. Thus, innovation is the result of evolutionary natural process it is not rejected by practice and forms a full-fledged element of the educational culture of society.