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This article brings together epistemological and political philosophy approaches and investment of the dialectic of knowledge, values, and skills, by situating the whole in an uncertain world. We propose to look at the place that environmental issues have in the most recent French public education policies and in particular in the teaching programs that have been developed for the compulsory education period. We present the main themes and potential implications of Mill's philosophical work. We discuss what could be a new approach to the question of the meaning of school knowledge in a democracy. We try to briefly synthesize, on the one hand, what, according to us, distances the current programs from the horizon of such a re-examination; and on the other, what, within them, seems to open up a certain number of possibilities that are worth exploring in this domain. [ABSTRACT FROM AUTHOR]

this article focuses on the ethics of education and training, from an interdisciplinary perspective that is itself structurally embedded in the multi-referential nature of the education and training sciences. We draw on Daniel Sibony's conceptualization of the in-between as a professional position in education and training to consider ways of reconciling educational and training support and proximity with the realities of physical distance in digital interventions, all in an ethical way. We discuss the conditions under which support can be successfully incorporated into distance learning (1), dialecticize presence and digital technology in education and training (2), and finally lay some groundwork for an ethics of benevolent digital support, based on the concept of authority and its mutations in hypermodern democracies (3). [ABSTRACT FROM AUTHOR]

This article deals with the question of philosophical foundations of adult education, based on theses of the late modern critical thinker Zygmunt Bauman (1925-2017). The text starts with an encompassing and synthetic look at Bauman's intellectual work (1). Then it isolates more specifically which part of that work helps us to measure the centrality of lifelong education as a major challenge of what the author calls a liquid life (3). The focus is then tightened on what, in Baumanian thought, allows us to point to a polymorphous type of adult education, allowing contemporary individuals to learn navigating and to learn while navigating in a problematic world (3). À concluding section summarizes Bauman's most decisive contributions to the problematic framework of this paper, and outlines what a substantive discussion of Bauman's diagnosis of the hypermodern world, and the philosophy of education that it requires, might look like (4). [ABSTRACT FROM AUTHOR]