« Il faut éduquer les enfants… »
L’idéologie de l’éducation en question
“Children have to be educated…” Questioning the ideology of education
The sentence “children have to be educated…” seems all at once like a foregone conclusion, an injunction and an ideal. It seems obvious to adhere to what seems to be an anthropological invariant. However, this work proposes another perspective based on philosophical and historical studies of two major periods: a long nineteenth century tormented by the Revolution and emancipation, which gave birth to the central figure of the school, and a twentieth century moulded by extreme violence and ...
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- Publisher : ENS Éditions
- Series : La croisée des chemins
- Place of publication : Lyon
- Year of publication : 2022
- Published on OpenEdition Books : 09 juin 2022
- EAN (Print version) : 979-10-362-0515-6
- Electronic EAN : 979-10-362-0517-0
- DOI : 10.4000/books.enseditions.41111
- Number of pages : 308 p.
Partie I. Révolution et institution
Chapitre 3
L’idéologie de l’éducation à l’époque de « l’Idéologie »Finances, pédagogie et politique dans les écoles centrales (1795-1803)
Chapitre 4
Fourier et son projet de phalanstère enfantin (1833-1834) : entre optimisme et opportunismeChapitre 8
Paul Robin et l’expérience de CempuisPartie II. Guerre, guerre civile et civilisation
Chapitre 15
Philosophie de l’éducation et pédagogie féministes : entre théorie et pratiquePrésentation et traduction d’un extrait de « Not by degrees » de Charlotte Bunch (1979)
The sentence “children have to be educated…” seems all at once like a foregone conclusion, an injunction and an ideal. It seems obvious to adhere to what seems to be an anthropological invariant. However, this work proposes another perspective based on philosophical and historical studies of two major periods: a long nineteenth century tormented by the Revolution and emancipation, which gave birth to the central figure of the school, and a twentieth century moulded by extreme violence and concern about the human being.
Focusing on theoretical and practical experiments that reveal the contradictions or flaws of educational apparatuses, this book engages in a critical philosophical approach on the “ideology of education” which has commanded, for two or three centuries at least, our ways of learning, of socialising, of helping children grow up and forming them in determined institutions (the family and the school above all) and according to precise representations and categories (the category of childhood, in the first place). This is the ‘ideology of education’ that we purport here to reflect, problematise and question.
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