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The Sociology of education

Until recently of education dealt with social improvement. Durkheim the father of modern “Educational sociology” as it was usually called was deeply disturbed by the developing trends in modern Industrial society. He sought a way out from approaching disaster by reorganizing social life and education was to provide the solution. (Durkheim 1956.)
Plato’s plan for a proper balance in the perceived conflict between the individual drive for personal excellence and the claim of the state upon his actions implicitly assumed that education could be so arrange as to facilitate an optimum arrangement. Plato bequeathed us some ideas about the intractability of human intelligence and the likelihood specialization of interest. It is obvious that the study of education can make a valuable contribution, both to sociology and society.
Taylor (1967) has suggested that separate use of two terms. “Educational sociology” and “the sociology of education” might be maintained to order to preserve the distinction between an emphasis upon educational or social problems and emphasis sociological problems (For Taylor).

Although in its more rigorous forms it (educational sociology) has brought a good deal of sociological insight to bear upon educational problems. It has tended to be hortatory rather than empirical, inspirational rather than objective and synoptic rather than analytic (Taylor 1967 rape-191) so much for what sociology contributes to education. We also need to look at what education offers sociology. If sociology is to progress as a genuine science it must be come more experimental. The system of education offers situations in which experiments are possible without offending our own values about human brings. Sociological research in education, therefore is simply experimental or observational sociology.