Examining Community Life “in the Making”: Emile Durkheim’s Moral Education

Abstract

Although often overlooked in sociological circles, Emile Durkheim’s (1902–1903) Moral Education provides an important cornerstone in the quest to understand community life. Not only does Moral Education give a vibrant realism to the sociological venture in ways that Durkheim’s earlier works (1893, 1895, 1897) fail to achieve, but in addressing discipline, devotion, and informed reasoning as humanly engaged, collectively accomplished fields of activity Emile Durkheim also provides an exceptionally consequential baseline analysis of human knowing and acting. Notably as well, focusing on the organizational, intersubjectively achieved features of elementary education, Durkheim’s Moral Education lays bare the interactional nature of the moral order of community life. Indeed, as a sustained analysis of the way of life of a group of people collectively participating in the educational process, this text addresses the most basic features of people’s relations to one another and the broader society in which they find themselves. Much more than an account of childhood socialization, Durkheim’s Moral Education also presages the more thoroughly humanist sociology that Durkheim develops in The Evolution of Educational Thought (1904–1905), The Elementary Forms of the Religious Life (1912) and Pragmatism and Sociology (1913–1914).