Domination, legitimacy and education: Max Weber's contribution to comparative education.

Autor/in	Zymek, Bernd
Titel	Domination, legitimacy and education: Max Weber's contribution to comparative education.
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 133-151Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehung; Vergleichende Erziehungswissenschaft; Vergleichende Forschung; Herrschaft; Autorität; Rationalismus; Bürokratie; Kultursoziologie; Religionssoziologie; Staat; Wirtschaftssoziologie; Wissenschaftsgeschichte; Soziologie; Deregulierung; Tradition; Weber, Max
Abstract	Educationalists ... cultivated a peculiar intellectual resistance to Max Weber and his works from the very beginning. The reasons for this are striking at first glance: There are only a few, relatively short passages in his works which explicitly deal with education. Moreover Max Weber's specific conception of "value neutrality" (Wertfreiheit) in academic teaching fails to offer suggestions regarding the measures that must be undertaken in education. Above all, his works do not include elements of a theory of socialization, an approach which temporarily stimulated educationalists' interests for other classic scholars of sociology .... In short Max Weber does not offer answers to pragmatic questions and problems in the field of education as defined in the twentieth century. However, ... for all those used to relating today's problems and questions to a wider - historical and international - horizon, Weber's intellectual approach and his comparative studies provide useful instruments of analysis and new perspectives for interpretation.... It is the objective of this article to demonstrate that education is ... a crucial element in Max Weber's theoretical approach and that, consequently, this approach is more relevant to comparative studies on the field of education than has been realized so far. The author shows, first, that different types of education are decisive elements in the development of Weber's sociology of domination and, secondly, that his approach to the sociology of religion focuses on aspects which are key problems in education. Finally, the author offers an example of how questions that Max Weber dealt with are still relevant today. Weber's specific approach and his impressive comparative studies open up new and often unexpected perspectives on current discussions and suggest new directions for educational research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)