Movements or Institutions? The French mouvements pedagogiques

This paper describes the heterogeneous and ill-defined range of associations known as mouvements pedagogiques. They are especially a 20th-century phenomenon, although their roots go back further in time. Eight characteristics of the movements are isolated and described. Working from the model provided by Francesco Alberoni, this article argues that some features of these movements reflect their origins in moments of general instability in recent French history. The movements also fill gaps or remedy inadequacies in the official education system, including the need felt by teachers to 'invest emotion' in education. This paper ends by discussing a recent French definition of mouvements pedagogiques. It suggests that a phenomenon which on the surface appears uniquely French is at a deeper level an illustration of how all education systems focus or invest emotion in the educative process, and tap those emotions in different ways to support an appropriately durable balance between stability and dynamism.     

CACREP-Accredited Programs: Survey Results

The faculty members of counselor education programs often seek data regarding accreditation. This survey was completed in 1984 in an effort to provide information on the effects of meeting CACREP accreditation standards.