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PROPOSITIONS OF EMILE DURKHEIM AND MAX WEBER: IMPLICATIONS FOR MULTICULTURAL EDUCATION.

机译:EMILE DURKHEIM和MAX WEBER的建议:对多元文化教育的启示。

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摘要

The central problem of this study was to examine culture from the vantage points of Emile Durkheim and Max Weber. The purpose of this investigation was to derive implications for multicultural education.;Durkheim contended that the rules of human action are obligatory and are expressed in moral or juridical regulation produced by collective elaboration. He further argued that social solidarity, mechanical or organic, can be subjected to empirical investigation. Weber argued that the basis for social organization is the relationship between religious and economic forces and historical conditioning. He maintained that this inquiry required rational examination.;Although neither Durkheim nor Weber successfully clarified or constrained culture, the work of both men reveals that it is feasible to develop propositions to constrain culture. The work of both men provides feasible alternative methodologies for the development of such constraints. It must, however, be noted that in both instances the failure to develop constraints lay in the failure to identify those features critical to the derivation of constraints for culture.;Sociology continues to be a primary source from which to seek constraints for culture and therefore multicultural education. It may be that modification of the work done by Durkheim and/or Weber may ultimately lead to constraints for culture. It may be that other sociologists in the tradition of Durkheim and Weber may ultimately provide constraints for culture. The legitimacy of multicultural education in schooling is open to challenge unless such constraints are pursued and developed.;If multicultural education in schooling is to attain credibility, then there must be clarification as to what constitutes multicultural education. Such clarification requires at least examination and constraint of culture. Any investigation of culture requires the examination of competing propositions presented by Emile Durkheim and Max Weber.
机译:这项研究的中心问题是从埃米尔·迪尔克海姆(Emile Durkheim)和马克斯·韦伯(Max Weber)的角度考察文化。这项调查的目的是得出对多元文化教育的启示。;杜尔克海姆(Durkheim)认为,人类行动的规则是强制性的,并在集体阐述产生的道德或司法规范中表达。他进一步指出,无论是机械的还是有机的社会团结,都可以进行实证研究。韦伯认为,社会组织的基础是宗教和经济力量与历史条件之间的关系。他坚持认为,这种询问需要理性的检验。;尽管涂尔干和韦伯都没有成功地阐明或限制文化,但两人的工作都表明,提出主张来限制文化是可行的。双方的工作为发展这种限制提供了可行的替代方法。但是,必须指出的是,在这两种情况下,未能形成约束都在于未能识别出对文化约束的推导至关重要的那些特征。社会学仍然是寻求文化约束的主要来源,因此多元文化教育。涂尔干和/或韦伯所做工作的修改可能最终导致文化约束。也许涂尔干和韦伯的传统中的其他社会学家可能最终为文化提供了限制。除非追求并发展了这样的制约因素,否则多元文化教育在学校中的合法性是容易受到挑战的;如果要在多元文化教育中获得信誉,那么就必须弄清什么构成多元文化教育。这种澄清至少需要对文化进行检查和约束。对文化的任何调查都需要检查Emile Durkheim和Max Weber提出的相互竞争的命题。

著录项

  • 作者

    DEGISI, MARTA ANN.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Education Bilingual and Multicultural.
  • 学位 Educat.D.
  • 年度 1985
  • 页码 91 p.
  • 总页数 91
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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