Claude Levi-Strauss and Durkheim’s Theory of Social Learning
Claude Levi-Strauss and Durkheim, two of the most influential French sociologists, are both credited with pioneering the field of social learning theory. With the advent of modernity, ideas and beliefs were no longer merely handed down through generations, as they were in traditional societies, but were instead acquired through a variety of sources. This period in history marked a distinct shift in the way people learned new ideas and values, and was the beginning of what we now refer to as social learning theory.
The French sociologists Claude Levi-Strauss and Durkheim both contributed to social learning theory in very different ways. Levi-Strauss focused on the study of cultures, highlighting the importance of symbols, rituals, and narratives in understanding cultural differences. He argued that culture can exist independently of people, as it is made up of multiple systems of meanings which people use to understand their world. Durkheim, on the other hand, stressed the importance of collective forms of learning, such as religion and morality, which the individual acquires through the social environment.
At the core of both Levi-Strauss and Durkheim’s theories is the concept of ‘cultural transmission’. This refers to the process by which ideas, values and beliefs are passed on to future generations. Cultural transmission was seen as important because it allowed individuals to acquire knowledge and skills which would otherwise not be available to them. This, in turn, created a sense of shared identity and purpose within a given group of people.
Claude Levi-Strauss believed that the spread of cultural knowledge was primarily mediated through shared symbols, narratives and rituals. He argued that these symbols, narratives and rituals were tools which enabled people to make sense of their world, and to pass on their understanding to future generations. In this way, he argued, culture could exist independently of any particular individual.
Durkheim’s theory of collective representation was based on the idea that social learning occurred through shared beliefs and values, as well as through collective rituals. Durkheim argued that culture was a collective phenomenon , and that individuals acquired shared beliefs and values through participating in common activities. Through collective representations, individuals come to understand and to make sense of their shared world.
Finally, the French sociologists shared a common belief in the power of education and formal learning. They argued that education was essential for cultivating cultural awareness and understanding, and that it had the potential to shape and transform people’s values and beliefs. They also recognised the importance of informal learning, such as storytelling and apprenticeship, as invaluable sources of knowledge which should also be encouraged and valued.
In conclusion, the French sociologists Claude Levi-Strauss and Durkheim’s theories of social learning are hugely influential in the field of sociology. They each had a unique and distinct focus on how culture is transmitted to future generations through the use of symbols, rituals and collective representations. Their theories of social learning continue to provide valuable insights into the nature of cultural transmission and its importance in the formation of individuals’ beliefs and values.
