Abstract: The proposition of “knowledge is a product of social construction” is the foothold of Durkheim’s understanding of human knowledge on the whole， and it is also the standpoint from which Bernstein conceives knowledge relations within education fields. This paper attempts to re-examine this important but yet constantly misunderstood proposition offered by Durkheim. It starts from the point of Durkheim’s “sacred and profane” dichotomy， then delves into the problematics behind his sociology of knowledge， and finally examines the way in which Bernstein’s sociology of educational knowledge goes beyond “sacred and the profane” dichotomy. The paper points out that Durkheim’s creative connection of knowledge and society is based on the recognition of the duality between individual and collective experiences. Its significance lies in the fact that Durkheim’s socio-historical interpretation of knowledge does not undermine knowledge itself. Bernstein’s insights of the relationships between school and everyday knowledge should be seen as a faithful continuity to Durkheim’s sociology of knowledge. On the one hand, Bernstein expands Durkheim’s division of knowledge between “scientific classifications” and “technical classifications”. He argues that the everyday-knowledge-based teachings occurred in daily encounters are in sharp contrast to the school teachings based on scientific knowledge. On the other hand， Bernstein acknowledges that official pedagogy cannot ignore everyday knowledge. However， the strict boundary between school and everyday knowledge constitutes the necessary social condition for the acquisition of educational knowledge and identities. More importantly，the sacred/profane distinction is the prerequisite for educational emancipation， in that the abstract form of school knowledge enables students to go beyond the myths of everyday life， to envisage new ideas and create new orders. Considerations touched upon above the essential necessities of educational knowledge， as opposed to its realizations in contingent contexts， are central in determining the educational ideals that can offer help and guidance for desirable action.

Key words: school knowledge, everyday knowledge, “New” sociology of education, Durkheim, Bernstein