Émile Durkheim, a founding figure in sociology, explored the role of education in social cohesion, moral development, and the maintenance of society. Writing in the late 19th and early 20th centuries, Durkheim was particularly concerned with how modern, industrial societies could remain cohesive in the absence of the strong traditional bonds characteristic of earlier, simpler communities. His work on education, especially in Moral Education (1925), addresses how schools help transmit the shared values, norms, and morality necessary for social order.

The social function of education

For Durkheim, the primary role of education is to prepare individuals to function within society. Schools do this in two main ways:

1. Transmission of knowledge – Teaching the skills and knowledge required for individuals to participate productively in the economy and society.
2. Moral education – Teaching students the shared values, rules, and sense of responsibility necessary for social cohesion.

Durkheim argued that while knowledge is important, moral education is the essence of schooling, because it instills respect for collective norms and develops the capacity for self-discipline and social solidarity.

Moral education and socialisation

Durkheim viewed schools as key sites of secondary socialisation, where children learn to cooperate, respect rules, and internalise societal norms. He believed that morality is not innate but socially constructed and learned through interaction with authority figures, peers, and institutions.

Through moral education, students learn to:

• Respect authority – Understanding the importance of rules and social order.
• Exercise self-discipline – Acting responsibly even in the absence of direct supervision.
• Develop a sense of solidarity – Valuing the welfare of the group as well as the individual.

Society and the moral curriculum

Durkheim argued that morality is necessary for social cohesion in modern, industrial societies, where individuals are more autonomous and less bound by kinship or religious ties than in traditional societies. Schools, therefore, teach a collective morality that reflects the society’s shared values and norms.

This collective morality is not about imposing dogma but creating citizens who can live cooperatively and contribute to the social order. For example, punctuality, honesty, and respect for contracts are all lessons in moral education relevant to both school life and broader civic participation.

Discipline and authority

Discipline is a central concept in Durkheim’s moral education. He argued that children need to learn to obey rules voluntarily, not just out of fear of punishment. This internalisation of rules allows for self-regulation, which is crucial for the functioning of larger, more complex societies.

Authority figures, especially teachers, play a critical role. They represent the collective moral authority of society, and through their guidance, students develop a sense of duty, responsibility, and commitment to the collective good.

Education and the individual

Although Durkheim emphasised social cohesion, he also acknowledged the importance of individual development. Moral education should balance discipline with autonomy, teaching students to respect rules while also developing judgment and ethical reasoning. In this way, education prepares individuals to participate both responsibly and creatively in society.

Implications for sociology

Durkheim’s ideas are strongly functionalist: education contributes to the stability and smooth functioning of society. His work supports the notion that:

• Schools transmit societal values.
• Education maintains social order.
• Moral education reduces anomie, a sense of normlessness that can arise in modern societies.

Durkheim’s theory also highlights that schooling is more than academic instruction; it is a process of social integration and moral formation.

Critiques and limitations

Durkheim’s perspective has been criticised from several angles:

1. Overemphasis on consensus – Functionalists assume that society’s values are shared and beneficial, ignoring conflict, inequality, and power struggles within schools.
2. Neglect of social inequality – Durkheim does not fully account for how class, gender, and ethnicity affect access to education or the experience of moral socialisation.
3. Deterministic – Critics argue that Durkheim places too much responsibility on schools to shape morality, underestimating the role of family, peers, and broader society.
4. Cultural bias – His vision of “collective morality” reflects the dominant values of his society, which may not align with multicultural contexts today.

Despite these critiques, Durkheim’s work provides a foundational understanding of education’s social function, particularly the importance of moral development, socialisation, and cohesion.

Exam application

For AQA A-level sociology, Durkheim’s ideas can be applied to:

• Functionalist views of education – education as a stabilising force in society.
• Role of socialisation – schools teaching norms, values, and rules.
• Moral education – developing responsible, law-abiding citizens.
• Policy evaluation – understanding debates about discipline, citizenship education, and the hidden curriculum.

Durkheim can also be contrasted with Marxist and critical perspectives, which see education as a tool for reproducing inequality rather than fostering cohesion.

Conclusion

Durkheim’s theory of moral education emphasises that the purpose of schooling extends beyond academic knowledge. Schools are sites where individuals are socialised into the moral and ethical norms of society, learn discipline and self-regulation, and develop a sense of solidarity and collective responsibility.

For sociology students, Durkheim provides a classical functionalist framework for understanding the role of education in maintaining social order, reducing anomie, and fostering moral development — a perspective that can be applied to discussions of the curriculum, discipline, citizenship education, and the hidden curriculum in modern schooling.