Emile Durkheim contribution to education (sociology of education)

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Sociology is the study of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to religion, from the family to the state, from the divisions of race and social class to the shared beliefs of a common culture, and from social stability to radical change in whole societies. The study originated in Europe in the 18th and 19th century and was as the result of the industrial revolution, french revolution and enlightenment age and this brought anticipation of radical shift in social structures. !n order to find out how institution in the society interact and find solutions to the problems, led to the emergence of sociology.
Sociology of education:

The sociology of education is the study of how social institutions and individual experiences affects education and its outcome. Education is It is concerned with all forms of education i.e formal and informal education systems of modern industrial societies. It is relatively a new branch and two great sociologist Émile Durkheim and Max Weber were the father of sociology of education. Émile Durkheim's work on moral education as a basis for social solidarity is considered the beginning of sociology of education. The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa
Emile Durkheim contribution
Emile Durkheim is one of the founders of sociology and helped establish it as a scientific discipline.
Durkheim spotted the tension between individualism and the collective, between the desires of the individual (agency) and the needs of society (structure). This binary has, to some degree, informed all sociological enquiry ever since.
In contrast to Hobbes, who placed more emphasis on individual behaviour, Durkheim came down on the side of society when it came to this binary, arguing that the study of society must precede the study of individuality because individuals are not separate from society. Moreover, in so far as society precedes the individual historically, it is reasonable to focus on society without taking account of individual attitudes and behaviours. Society provides the social rules which act as constraints on individual actions. Without these rules, there is no society.
That is a lesson as relevant today as when Durkheim started researching it some 150 years ago.
Durkheim also put forward the view that individualism was a direct product of industrial society. As society has become more advanced and economically developed, so individualism is strengthened and social bonds weakened. Again, this premise is being acted out globally in the early 21st century. I have no doubt that if he were alive today, Durkheim would look at the rise of social media and claim that it is advancing at direct cost to social cohesion.
Durkheim’s work is so wide ranging I cannot begin to give you a cohesive summary here. If you are interested in the causes of suicide; the relationship between anomie and economic progress; the study of religion and the sacred; ceremonial rites; theories of knowledge; and time as a social category, then you are well advised to read Durkheim at some point.
In Emile Durkheim's view, educational systems reflect underlying changes in society because the systems are a construct built by society, which naturally seeks to reproduce its collectively held values, beliefs, norms, and conditions through its institutions.  Lukes quotes Durkheim as saying that education is thus "`a continuous effort to impose on the child ways of seeing, feeling and acting at which he would not have arrived spontaneously.

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