Durkheim과 Mannheim의 知識社會學과 敎育 = Durkheim and Mannheim's Sociology of Knowledge and Education

다국어 초록 (Multilingual Abstract)

This study represents an attempt to investigate a comparison on a sociology of knowledge and education between the positions taken by the two theorists and present some suggestions to pursuit our school education.
The differences between the two theorists on sociology of knowledge are over the methodology for the study of social reality. Durkheim considers that social facts are to be investigated and explained in the same way as facts in the natural order.
Mannheim considers that the meaning of social phenomena can not be justly stated in terms of causal connections.
In the view of understanding the relationship of thought and action, Durkheim is against taking account of individual motives in the explanation of social reality, but Mannheim is for attending to individual psychology in his thought. The interpretation which each gives to the nature of group and its relation to the individual attempts the same kind of synthesis between social realism and nominalism except relativism.
Over the role of the school in society, Durkheim attempts to explain that the goals which the school ought to pursue are those which express the social reality and the school system should never promote and ideal of the active role in transforming society. So his educational theory seems consistent with the position he takes in the sociology of knowledge. Mannheim understands that the school ought to do in relation to social change. The ideas and values of the reconstruction of society being determined by the complex patterns of forces in society are perceived and formulated by a concrete group, the intelligentsia. So his educational theory seems consistent with the rightful position to reconstruct the planned society through democracy.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. Durkheim의 知識社會學
• A 集合性의 本質
• B 實證的 客觀論의 究明
• C 知識이 社會構造에 미치는 영향
• Ⅲ. Mannheim의 知識社會學
• A 全體的 이데올로기의 本質
• B 眞理의 準據로서 合一의 究明
• C 知識이 社會構造에 미치는 영향
• Ⅳ. Durkheim의 敎育論
• A 集合性形成者로서의 敎育
• B 社會的 事實로서의 敎育
• C 知識의 追求로서의 敎育
• Ⅴ. Mannheim의 敎育論
• A 民主理念의 實踐으로서의 敎育
• B 社會計劃의 目標로서의 敎育
• C 社會再建을 위한 學校의 役割
• Ⅵ. 結論 및 提言
• 參考文獻
• 英文要約