Le problème de léducation des parents

Sans résumé

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Parent education

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Le Problème de L'éducation des Parents Elternerziehung

     

L'histoire de l'éducation au Brésil: traditions historiographiques et processus de rénovation de la discipline

Since the end of the 1980s, Brazilian histoty of education bas been redefined by new historiographical currents. The process of redefinition has taken on particular characteristics because of theoretical and institutional factors involved in the evolution of the discipline as afield of research. The new trends run counter to the historiographical model that dominated the post‐graduate programmes in education of the main Brazilian universities since the 1970s. This model originated in the 1930s and 1940s with the publication of reference works for educational history research. The present essay examines the process of reconfiguration of the discipline with a view to evaluating the restrictions that were imposed upon it.     

Facteurs économiques et sociaux de la planification de l'éducation Colloque de Paris, áécembre 1959

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Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.     

éducation aux Images par L'Audiovisuel et le Multimédia

Autour du thème de l'éducation aux images, cet article tente d'articuler une approche généraliste et une évaluation de dispositifs d'auto-apprentissage de l'image par les images. La première partie interroge les résistances du système éducatif À l'implantation d'une éducation iconique et médiatique explicite et volontaire. La seconde partie compare et évalue les performances de trois modes d'accès aux images dans des situations proches de l'auto-apprentissage. À cette occasion, l'étude montre les faiblesses d'un dispositif audiovisuel et propose une e remédiation f par les fonctionnalités des multimédias interactifs. Around the topic of visual education, this article tries to describe a generalist approach and an evaluation of schemes of self-training in images by the use of images. The first part questions resistance of the education system to the establishment of an explicit and voluntary iconic and mediated education. The second part compares and evaluates the performance of three access modes to images in situations close to the self-training. On this point, the study shows the weaknesses of an audiovisual scheme and proposes "remédiation" by the management of interactive multimedia. Dieser Artikel versucht eine allgemeine Methode, die die Autodidaktik durch Bilder zum Thema hat, und deren Bewertung zu beschreiben. Der erste Teil analysiert den Widerstand- ausgehend vom Bildungssystems- eine illustrative, explizit mediatische, freiwillige Ausbildungsform einzuführen. Der zweite Teil vergleicht und bewertet die Leistungsfähigkeit von drei Methoden, die nahe der Autodidaktik angesiedelt sind. Zu dieser Gelegenheit zeigt die Studie die Schwächen der audiovisuellen Konzepte auf, und schlägt eine Aufarbeitung mittels der Funktionalität von interaktiven Multimedien vor.     

L’héritage de la méthode suédoise d’éducation physique en France: les conflits de méthode au sein de l’Ecole normale de gymnastique et d’escrime de Joinville au début du XXème siècle

The Swedish physical education method has had a singular destiny in France. Originally created by the Swedish Per Henrik Ling (1776–1839), it first spread in France thanks to German doctors. From 1902, the Swedish method became the official method of the Ecole normale de gymnastique et d’escrime de Joinville. It caused serious dissension first within the army, between Georges Hébert, a naval officer attempting to spread his own method called ‘Méthode naturelle’, and Emile Coste, a major at Joinville school who was a resolute supporter of Ling’s method; then within Joinville school, where, from 1905, Georges Demeny, renowned physiologist, tried to impose his French method ‘Eclectique’. The three protagonists would use arguments focused on the rationality of the Swedish method to legitimize or criticize it. But this explicit stake based on the validity of the link between a scientific culture – anatomy and physiology – and a physical education method does not mask the implicit stake of real power.     

A propos d'une rencontre consacrée aux pproblèmes de l'éducation des Parents,Hambourg, Septembre 1955

Sans résumé     

L'Éducation féminine au Congo belge

À Annie, Virginie et Nadine, N'Jilan, Yeleen et Aliyah, la gent féminine de la famille!

The most widespread opinion about the education of the Congolese woman and her participation in modern life throughout the colonial era is a fairly negative one. In this article the author would like to grasp the philosophy and mechanisms of schooling and education for indigenous women. In the evolutions that are highlighted he would also like to distinguish between the elements that remained constant on the one hand and the really significant progress on the other.

The colonisation of Congolese society marginalised women. The specificity of female schooling was situated in the cultivation of this marginalisation and its maintenance enabled by use of ideology. At the same time, schooling also claimed to integrate women into modernity as it was defined by the civilisation project of colonisation. The weakness of the results in this domain was a consequence of two converging factors: the inherent logic of colonialism and the Belgian model of conservative Catholicism. In fact, Belgian colonisation installed a structure that could not but smother female development. It sustained a fundamental contradiction, at the same time wanting to reach a certain goal but creating the conditions for its opposite. Nevertheless, during the last decade of colonisation a proper dynamic was introduced that wouldprogressively free Congolese girls from the entirely utilitarian concept of education and schooling in which they were trapped, and that would open up new educational and social perspectives.     

Apprentissage de concepts en mécanique et modélisation de situations expérimentales

Starting from an analysis of the limits of the formation of of categorial concepts as an approach to formation of physics concepts, and an epistemological analysis of the concepts fundamental to the domain of mechanics, a teaching sequence was conceived of with as its purpose the study of how such concepts («formal» and «relational») can be mastered by pupils using inductive and axiomatic procedures. The experiment described examines the concept of momentum, introduced in the first year of the lycée. The analysis of the teaching sequence shows the limits of induction in the construction of the concept studied. The logging of properties defining this quantity showed itself to be only possible through a number of questions related to previously established relations between the quantities known to the pupils (mass and velocity). An analysis of pupils, behaviours showed that the comprehension of properties (transfer, invariance, additivity…) and of the relation ( \(\vec P = m.v\) ) present less difficulty than the mastering of operational invariants which permit the elaboration of representations of experimental situations (the selection and temporal sequencing of events, the division into systems, the analysis of interaction…) The rupture of modes thinking which then «imposed” the taking into account of such invariants also permitted a comprehension of the difficulties of the conceptual changes.     

Modalités de la pensée mathématique d'élèves de douze ans devant des problèmes de pavages

Resumé Le présent article est d'abord une analyse d'un enseignement dans lequel des élèves de douze ans ont traité des problèmes de pavages polygonaux et progressé à cette occasion dans leur apprentissage de la géométrie plane. L'analyse, qui a porté principalement sur les processus de pensée des élèves, aboutit à rassembler ces processus en deux catégories principales: ceux qui relèvent d'une pensée dite instantanée et qui se manifestent surtout par des constats ou des conjectures rapides, et ceux qui sont plutôt discursifs et apparaissent principalement dans les activités de dessin et l'argumentation des preuves.Cet article contient aussi une comparaison de l'enseignement mentionné ci-dessus avec celui réalisé par D. van Hiele sur le même thème et analysé dans sa thèse de doctorat (1957).

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Forms of mathematical thought of twelve years old students at tiling problems

The main part of this paper consists in an analysis of the activities of twelve years old students solving problems of polygonal tilings and improving on this occasion their knowledge of plane geometry. The analysis, bearing principally on the thinking processes of the students, results in a presentation of these processes in two principal categories: those which belong to what may be called the instantaneous thinking and result mainly in the perception of some simple structures or in some swift conjectures, and those which are of a more discursive nature and appear mainly in the drawing activities and in the argumentation of the proofs.This paper contains also a comparison of the above mentioned teaching with the analogous one organized on the same theme (tilings of the plane) by D. van Hiele, and analysed in her Ph.D. (1957).

     

Réunion d'experts sur l'évaluation en éducation,Hambourg, mars 1958

Sans résumé     

Droit International De L’éducation: Une Discipline Nouvelle?

INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law, may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education; that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension into pedagogic culture.     

Réflexions sur l'évolution de l'enseignement de la biologie en Afrique

Summaries

English

The main stages of the evolution of biology teaching in Africa, after the independence of the countries, have been a better adaptation of the curriculum contents to the natural and socio‐cultural environment of each country, i.e. to go beyond a simple formal adaptation and to conceive curricula closer to the needs of African societies, in line with their specific values, and fitting with the cultural level of the pupils and with the preoccupations associated with a peculiar economic and social environment; an improvement of the teaching conditions, which remain difficult due to the lack of teaching aids of all kinds; a promotion of educational research, thanks to the creation and the development of administrative bodies responsible for the training of teachers and for the supervision of their activities. African countries have universities, faculties or schools of education and teacher‐training institutes, which are in charge of the training of biology teachers for secondary schools; they also have adapted their programmes to their needs; but such in‐depth adaptation must continue, so that biology teaching responds better to social evolution, to the new conditions of economic and social change and to new ethical situations.

There remains a lot to be done in the area of elaboration and evaluation of teaching methods and techniques, bearing in mind the great difficulties of the teachers who lack the necessary minimum educational aids, specially in rural areas.

The UNESCO pilot project for the improvement of biology teaching in Africa (1966‐1972) is part of a series of projects dealing with the improvement of school programmes and sponsored by UNESCO. The teaching aids produced for the English‐speaking countries of Africa were a handbook and a teacher's guide concerning an initiation course of biology for the junior level of high schools, as well as a series of loop films for the classroom. The aids produced for the French‐speaking countries of Africa were for the senior level and included booklets and colour slides, for the teachers’ use and not the pupils'; the topics involved African ecology, plants and soils, introduction to human biology, conservation and preservation of biological resources.

As a contribution to the national endeavours of educational reform, UNESCO published in 1974 and 1975 the English, French and Spanish versions, adapted to Africa, Asia, and Latin America and the Caribbean, of a Teacher's guide on the biology of human populations. This meant to emphasize the necessary adaptation of biology teaching to its social and cultural environment, while presenting the human populations and their relations with their environments. This is a contemporary subject, which also allows the examination of the role of biology and biology teachers’ in the general awareness of environmental problems; a subject which does not need sophisticated equipment or teaching aids, but, rather, appeals to the observation skills of teachers and pupils.

It is true that the African experience has, to some extent, followed a trend which European countries acknowledged several years ago. Adaptation of curriculum content is a long‐term task and is pursued in both kinds of countries. The African experience could certainly be beneficial to European curriculum designers. The production of all kinds of teaching aids, of various degree of complexity, in the national language, as well as the evaluation of relevant teaching methods and techniques, are areas of acute shortage, where bilateral as well as multilateral assistance could be most fruitful.     

En marge de l'apprentissage de la déduction

Sans résumé     

Le XIIIe Colloque de l'Association Internationale de Pédagogie expérimentale de Lanque FranÇaise

Sans résumé     

Droit International De L’éducation: Une Discipline Nouvelle?

INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law, may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education; that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension into pedagogic culture.