Durkheim and the Rise of Sociology of Education in the 19th Century
The Historical Context of the Emergence of the Sociology of Education
Durkheim’s Approach in the 19th Century
The concept of the sociology of education appeared in the 19th century, developed by Émile Durkheim. It was shaped by a social revolution in which the bourgeoisie gained power, becoming the foundation for companies to replace the estate system. These estates were established during the Middle Ages, where social rank was divided into nobility, clergy, and peasants.
Later, in the 15th century, companies became interested in trade, leading to a new social sector: the bourgeoisie (merchants). This group positioned itself between the peasantry and the clergy but increasingly competed with the nobility and the upper echelon of the estate system. Consequently, companies were structured as follows: peasants, artisans, commercial bourgeoisie, and nobility-clergy.
The 18th century witnessed one of the most important events in human history: the Industrial Revolution. The bourgeoisie began to control industries and increase the sales force. The population started working outside their homes, leading to changing social structures and a significant dilemma for the peasants: “What do we do with our children?” This question was answered with the emergence of the educational system.
There was a substantial improvement in living conditions. Mortality rates decreased while fertility remained high, resulting in a demographic explosion. By the 19th century, the notion of nation-states emerged due to the bourgeoisie’s rise to power. This brought about a new social order and something previously unknown: the possibility that people belonging to a social group could change their status through work or culture.
Whenever significant social change occurs, it causes a shift in values that need to be explained and understood. The school system serves as a means to achieve this. From this point on, Durkheim speaks of the Theory of Evolution of Societies. This social evolution is determined by the shift from mechanical solidarity (brought together by common ideas and beliefs) to other forms of solidarity, which he labeled as organic solidarity (cohesion through specialized work).
Education became increasingly complex, and one of the school’s goals was for children to reach their full potential based on their skills, capabilities, and attitudes, always aligned with the needs of society. In other words, students would be educated according to social needs.
Simultaneously, Durkheim discusses the process of socialization: how members of a group or collective learn the cultural models of society, internalize them, and make them their own models of life. According to Durkheim, social processes are external to the individual, and education is responsible for integrating members of society through behavior patterns that would not have emerged on their own.
Furthermore, he addresses the concept of meritocracy. Meritocracy, as the name suggests, is the government of the meritorious, those who have earned the merits needed to establish a just government. “If the education system is equitable and just, it is normal that the best are those who govern.” This is based on the “iron law of oligarchy,” where power tends to concentrate at the top of the pyramid, leaving power in the hands of the best.