Pedagogical Ideals and School Practices: Émile Durkheim’s Insights for Citizen Education in Contemporary Russia
UDC 32:303.01
Golovashina O.V. Pedagogical Ideals and School Practices: Émile Durkheim’s Insights for Citizen Education in Contemporary Russia // Philosophical Reflection on Historiographical and Prospective Tasks of Contemporary Public Law: Collection of Scientific Papers Based on the Outcomes of the First International Scientific Conference to Mark the Centenary of Sergei S. Alexeev (Ekaterinburg, 14 November 2024) / Editor-in-Chief V.N. Rudenko; Ural Branch of the Russian Academy of Sciences; Institute of Philosophy and Law, Ural Branch of the Russian Academy of Sciences; Institute of State and Law, Russian Academy of Sciences.– Ekaterinburg: Institute of Philosophy and Law, Ural Branch of the Russian Academy of Sciences, 2024.– P. 167-181.
The article examines the tension between educational ideologies and the practical methods used to implement theoretical ideas in actual teaching environments. To address this issue, the author proposes drawing on the insights of Émile Durkheim. The first section highlights the key elements of the French sociologist’s work that are relevant to this topic, such as Durkheim’s argument for the autonomy of the social sphere and its influence through collective representations that shape society. Additionally, it discusses his strategies for promoting social solidarity. According to Durkheim, schools serve as institutions of socialization, much like religion did in early societies. Durkheim believed that effective citizen education requires an emphasis on certain components: (1) transmitting collective knowledge about the past and the experiences of previous generations; (2) fostering respect for legitimate authority and its moral influence; and (3) instilling shared values in students. He also recognized that educational systems can be influenced by conflicts between various groups and their differing pedagogical ideals. Durkheim underscored the state’s role as a neutral actor that should rise above these conflicts, giving due regard to social morphology. In the Russian context, educational programs should be designed to reflect the collective beliefs and values of the population. These programs should tap into shared emotions and ideas to foster a sense of group identity among individual students. Instead of advancing the ideals of specific groups, the state’s objective should be to develop practices that resonate with the collective values and sentiments present within society. When pedagogical ideals and their practical implementation are grounded in collective representations, they can be harmonized effectively.
