Search

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In french curriculum, the PSHE (Personal Social and Health Education) seem to import values’ considerations beyond traditional knowledge. That is controversial. But this weberian dualism (facts versus values) must be critiqued. From Habermas, every knowledge is linked to human interests and, in the other hand, you can discuss about values and critic them with rational arguments. This paper is trying to show that Habermas’ thinking guide the PSHE, despite of their ambiguities, to emancipatory goals. Their meanings would be to support the democratization movement, and his communicational interest, which, in contemporary societies, put up technocratic management of problems mistaking politics for expertise. This perspective criticizes postmodern relativism that often supports the PSHE. That thereby regains Enlightenment and Condorcet’s thinking.

This paper aims to contribute to knowledge on the impact of secondary schools architecture on the building of school norms and pupils profiles. It also questions the relationship between these schools and the urban architecture in which they are located. Interviews with 15-year-old pupils were conducted and interpreted from the hermeneutical perspective of biographical research in education. Data interpretation highlighted the close relation between school’s architecture, its establishment within an urban structure and the building of school norms and students’ profiles.

This paper aims, through case studies, to question the approach of environmental education. It seeks to identify and understand difficulties on teachers’s approach, often caught between "moralism" and "relativism". Difficulties in the design and implementation of these teachings, however, recommended by the official instructions, in the context of school curriculum disciplines (Lange, 2011, Victor & Lange, 2012), do not explain everything. Precisely, temptation to avoid classroom debates and controversies seems to refer, in some cases, to a positivist view of science or to a questionable conception of what "elementary knowledge" should be. Otherwise, the framework of secularism (laïcity) can induce for the teacher an intention of strict neutrality, hardly compatible with citizenship education. In short, how to enable teachers to engage with a relative serenity in the implementation of environmental problems while guarding both illusion of neutrality and temptation to indoctrinate young pupils.

This paper aims, through case studies, to question the approach of environmental education. It seeks to identify and understand difficulties on teachers’s approach, often caught between "moralism" and "relativism". Difficulties in the design and implementation of these teachings, however, recommended by the official instructions, in the context of school curriculum disciplines (Lange, 2011, Victor & Lange, 2012), do not explain everything. Precisely, temptation to avoid classroom debates and controversies seems to refer, in some cases, to a positivist view of science or to a questionable conception of what "elementary knowledge" should be. Otherwise, the framework of secularism (laïcity) can induce for the teacher an intention of strict neutrality, hardly compatible with citizenship education. In short, how to enable teachers to engage with a relative serenity in the implementation of environmental problems while guarding both illusion of neutrality and temptation to indoctrinate young pupils.

In french curriculum, the PSHE (Personal Social and Health Education) seem to import values’ considerations beyond traditional knowledge. That is controversial. But this weberian dualism (facts versus values) must be critiqued. From Habermas, every knowledge is linked to human interests and, in the other hand, you can discuss about values and critic them with rational arguments. This paper is trying to show that Habermas’ thinking guide the PSHE, despite of their ambiguities, to emancipatory goals. Their meanings would be to support the democratization movement, and his communicational interest, which, in contemporary societies, put up technocratic management of problems mistaking politics for expertise. This perspective criticizes postmodern relativism that often supports the PSHE. That thereby regains Enlightenment and Condorcet’s thinking.

This paper aims to contribute to knowledge on the impact of secondary schools architecture on the building of school norms and pupils profiles. It also questions the relationship between these schools and the urban architecture in which they are located. Interviews with 15-year-old pupils were conducted and interpreted from the hermeneutical perspective of biographical research in education. Data interpretation highlighted the close relation between school’s architecture, its establishment within an urban structure and the building of school norms and students’ profiles.