The social doctrine of educational innovations in terms of conceptual interpretation by Emil Durkheim, Max Weber and Karl Mannheim

This article deals with the radical social reforms including the educational reform which are aimed at a social project designing as a constructive activity of a new type. The last one when applied to an improvement of the educational social establishment takes a maximally efficient shape only when we take into consideration the social doctrines of educational transformations as suggested at the end of the 19th and at the beginning of the 20th century by Emil Durkheim, Max Weber and Karl Mannheim.