Journal of Moral Education 27 (4):489-503 (1998)
|Abstract||Abstract Recent commentators on Durkheim have stressed his work's emphasis on the moral dimensions of social reality. Building on this premise and using it to explore the contemporary education of aspiring computer professionals, we think many of Durkheim's claims are verified in the process. We posit that the college computer department studied has developed an interlocking set of images, maxims and operating assumptions??a collective moral account??which frames its curriculum, courses and student evaluation. In short, we contend that even in a profession dealing with arguably the most advanced edge of late 20th?century technology, only a very thin boundary separates its technical professional education from its essentially moral claims|
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