Théories éducatives et réformateurs sociaux:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | French |
| Veröffentlicht: |
Caen
Presses Univ. de Caen
2008
|
| Schriftenreihe: | Le télémaque
33 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 184 S. |
| ISBN: | 9782841333141 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | OUVERTURE NOTION MARIE-C1AUDE BLAIS: LA SOLIDARITE . DOSSIER: THEORIES
EDUCATIVES ET REFORMATEURS SOCIAUX DOMINIQUE ONAVI ET JEAN-FRAN~OIS
MARCHAT: PRESENTATION . 25 ANTOINE SAVOYE : FREDERIC LE PLAY, CONCEPTEUR
D UNE EDUCATION LIBERALE. 31 JEAN-FRAN~OIS MARCHAT: BUCHEZ ET LE PLAY:
APPROCHES EDUCATIVES DE DEUX ECOLES D ECONOMIE SOCIALE CATHOLIQUES . 45
HERVE TERRAL: FELICIEN PARISET (1807-1886) : ETUDE DE LA SCOLARISATION
EN TERRE OCCITANE. 61 DOMINIQUE OTTAVI : HENRI DE TOURVILLE ET
I EDUCATION PARTICULARISTE 75 CATHERINE BRUANT: L F.COLE D ART PUBLIC DU
COLLEGE LIBRE DES SCIENCES SOCIALES : UNE FORMATION A I URBANISME COMME
SOCIO/OGIE APPLIQUEE» . . . . . . . . . . . . . . . . . . . . 83
DOMINIQUE HOCQUARO: LA SCIENCE SOCIALE LEPLAYSIENNE ET LA QUESTION DE
I ORIENTATION SCOLAIRE ET PROFESSIONNELLE DANS I ENTRE-DEUX-GUERRES. . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 107 SYLVAIN WAGNON :
OVIDE DECROLY, UN PROGRAMME D UNE (( ECOLE DANS LA VIE» AUX ACCENTS
LEPLAYSIENS? 129 DOCUMENTS MARIE-C1AIRE QUIN OESTOPPANI : L EDUCATION
D UNE FRATRIE ALSACIENNE AU XIX SIEDE. LA MONO- GRAPHIE DU (( MANREUVRE
A FAMILIE NOMBREUSE » (PARIS, 1861): UN POINT DE VUE SUR I EDUCATION
POPULAIRE . I 39 COMPTE RENDU DU LIVRE DE FREDERIC LE PLAY. LA REFORME
SOCIALE. PAR B. GALLET DE KULTURE DANS LE JOURNAL DE MEDECINE MENTALE,
1864 . . . . . . . . . . . . . . . . 153 CORRESPONDANCE DAVID T. HANSEN:
L EDUCATION VUE A TRAVERS LE PRISME DU COSMOPOLITISME . COMPTE RENDU
SUMMARIES. REVUE PUBLIEE AVEC LE CONCOURS DU CENTRE NATIONAL DU LIVRE
163 177 181 SUMMARIES SOLIDARITY MARIE-CLAUDE BLAIS THE IDEA OF
SOLIDARITY DEVELOPED IN THE COURSE OF THE NINETEENTH CENTURY TO RESPOND
TO THE DIFFI- CULTY OF CONCEPTUALISING THE CONNECTION BETWEEN
INDIVIDUALS WHO HAD BEEN DEEMED FREE AND EQUAL BEFORE THE LAW BY THE
REVOLUTION. THE METAPHOR OF ORGANISM EMERGED AT THE TIME ACCOMPANIED BY
NOTIONS OF FUNCTION, ASSOCIATION AND OF COOPERATION - BASED ON A FORM OF
CHRISTIAN HUMAN- ISM SUCH AS THAT TO BEFOUND IN, FOR EXAMPLE, THE WORK
OF PIERRE LEROUX. NEW THEORETICAL MODELS APPEARED THEN IN THE WORK OF
RENOUVIER, FOUILIEE AND DURKHEIM AROUND THE NOTION OF THE SOCIAL
CONTRACT. THE SOLIDARISM OF LEON BOURGEOIS GAVE IT A CREDIBLE
POLITICAL FORM AND IT BECAME THE DOCTRINE OF THE THIRD REPUBLIC.
SOCIALISING PEOPLE AND TEACHING SOLIDARITY BECAME CENTRAL AIMS TO BE
PROMOTED BY THE SCHOOL- NOT WITHOUT GIVING RISE TO DIFFICULTIES
CONCERNING PEDAGOGY. TODAY THE NOTION IS ENJOYING A REVIVAL OF INTEREST
BUT ITS RATHER INDISCRIMINATE USE GIVES RISE TO NUMER- OUS PROBLEMS THAT
MARIE-CLAUDE BLAIS ANALYSES IN HER FINAL SECTION. FREDERIC LE PLAY,
THEORIST OF A LIBERAL EDUCATION ANTOINE SAVOYE AN ENGINEER AND PROFESSOR
AT THE ECOLE DES MINES, LE PLAY WAS FIRSTLY NOTABLE FOR HIS ATTEMPTS TO
MAKE MANAGEMENT IN INDUSTRY AWARE OF SOCIAL ISSUES. THIS HE PURSUED
THROUGH COURSES, PLACE- MENTS AND INQUIRIES. INDEED HE PARTICIPATED
ACTIVELY IN DEBATES ABOUT EDUCATION AT THE TIME OF THE REVOLUTION OF
1848 AND SUBSEQUENTLY UNDER THE THIRD REPUBLIC AT THE TIME THAT THE
SCHOOL AS CONCEIVED BY JULES FERRY WAS BEING SET UP. TWO CONVICTIONS
MOTIVATED HIRN: THAT EDUCATION WITHIN THE FAMILY IS IRREPLACEABLE AND
THAT SCHOOLING SHOULD BEFREE. HE WAS SCEPTICAL REGARDING COMPUL- SION
AND ABSENCE OF FEES AND HE HAD RESERVATIONS ABOUT THE PRINCIPLES OF
LA ICITE OR SECULAR NEU- TRALITY. HE BELIEVED THAT STATE INTERVENTIONS
SHOULD BE LIMITED. THE OUTCOME OF THESE TWO POSITIONS LED TO TWO
PREOCCUPATIONS: THAT THE EDUCATION OF YOUTH SHOULD BE THOUGHT OF AS
PREPARATION FOR AN OCCUPATION; THAT SOCIAL PROGRESS IS CONNECTED TO THE
DEVELOPMENT OF A SOCIAL SCIENCE OF WHICH HE WAS THE PIONEER AND WHOSE HE
METHOD HE DEFINED: FIELD WORK INVESTIGATIONS OF WORKING-CLASS FAMILIES.
BUCHEZ ET LE PLAY: THE APPROACH TO EDUCATION OF TWO SCHOOLS OF CATHOLIC
ECONOMIC THOUGHT ]EAN-FRAN;:OIS MARCHAT 1WO STRANDS OF THOUGHT DRAW ON
THE SAME INHERITANCE OF THE FRENDL REVOLUTION AND OF CATHOLI- CISM AND
THIS INHERITANCE WAS TO PRODUCE THE SOCIAL CATHOLICISM OF THE TWENTIETH
CENTURY. BUT THE INQUIRY CONDUCTED BY]. -F. MARCHAT SHOWS THAT THEY
DIFFER ON ALMOST EVERYTHING: THE HISTORIC ROLE THAT THEY ATTRIBUTE TO
CATHOLICISM; THEIR DEFINITION OF EDUCATION AND OF INSTRUCTION; THE ROLE
THEY ATTRIBUTE TO SCHOOLING; THEIR CONCEPTION OF APPRENTICESHIP; THEIR
CONCEPTION OF THE STRUCTURES WITHIN THE EDUCATIONAL SYSTEM. MORE
CENTRALLY BUCHEZ ADOPTS THE POSITION OF CONDORCET, TAKEN UP BY THE
FOLLOWERS OF SAINT-SI MON, ON THE DISTINCTION BETWEEN INSTRUCTION AND
EDUCATION. THE LATTER IS RESERVED FOR THE PRIVATE SPHERE AND HE
CONSIDERS THAT SCHOOLING, AN ELEMENT OF PROGRESS, 182 LE TELEMAQUE - 33
LEADS TO SOCIAL JUSTICE. LE PLAY IS VERY CLEAR ON THIS POINT. UNIVERSAL
SCHOOLING CAN LEAD TO DISOR- DER AND TO THE REMOVAL OF WORKING CLASS
CHILDREN FROM THEIR MILIEU AND, HE BELIEVES THAT EDUCA- TION SHOULD BE
ENVISAGED IN GLOBAL TERMS IN EVERY SPHERE OF SOCIALISATION. NEITHER
SUPPORTS STATE INVOLVEMENT BUT THE FOLLOWERS OF BUCHEZ ADVOCATE
ASSOCIATIVE VERSIONS OF POPULAR EDUCATION. LE PLAY IS IN FAVOUR OF THE
ENGLISH MODEL OF PRIVATE INSTITUTIONS UNDER THE SHARED AUTHORITY OF PAR-
ENTS AND TEACHERS. IN FACT IT IS POSSIBLE TO INTERPRET THEIR CONTRASTING
READINGS OF THE REVOLUTION. BUCHEZ SEES IT AS BRINGING TO FRUITION THE
DEEPEST ASPIRATIONS OF CHRISTIANITY TOWARDS EQUALITY AND FRATERNITY,
WHEREAS LE PLAY SEES IT AS UNDERMINING THE VERY BASIS OF CHRISTIANITY.
FELICIEN PARISET (1807-1886): A STUDY OF SCHOOLING IN THE OCCITAN REGION
HERVE TERRAL IN THE DIRECT TRADITION OF RESEARCHFOLLOWING THE LE PLAY
SYSTEM, F. PARISET DEVOTED HIRNSELF DUR- ING THE YEARS 1860-70 TO
SUSTAINED OBSERVATIONS IN THE REGIONS OF LE LAURAGAIS ET LA MONTAGNE
NOIRE. THE ARTICLE SHOWS, FIRSTLY, THE EXTENT TO WH ICH, IN THE FIRST
HALF OF THE NINETEENTH CENTURY AND BEYOND, THE SOUTH OF FRANCE SEEMED TO
OBSERVERS A REGION OF EXTREME POVERTY AND IGNORANCE. NEXT HERVE TERRAL
PRESENTS THE PRECISE AND DETAILED DESCRIPTIONS AND ANALYSES MADE BY
PARISET AND THE TERRAL DEMONSTRATES THE SLOW AND CONTRASTING DEVELOPMENT
OF SCHOOLING AND THE OBSTA- CLES THAT THIS DEVELOPMENT ENCOUNTERED. EVEN
THE REPUBLICAN PROJECT SUCCEEDED LIULE IN DISTURBING THE TRADITIONAL
PEASANT BELIEFS, IN PARTICULAR CONCERNING THE EDUCATION OF GIRLS. HENRI
DE TOURVILLE AND PARTICULARIST EDUCATION DOMINIQUE OTTAV1 THIS ARTICLE
SHOWS HOW THE IDEA OF PARTICULARISM WAS DEVELOPED IN THE THOUGHT OF H.
DE TOURVILLE AND HOW IT WAS BASED ON AN IMAGINATIVE ARCHAEOLOGICAL
RECONSTRUETION OF THE STRUETURE OF CER- TAIN SOCIAL GROUPS OF EMIGRANTS
IN ANCIENT SCANDINAVIA. THIS HYPOTHESIS WAS INCCJRPORATEDINTO THE
CATHOLIC TRADITION OF A SPIRITUAL EDUCATION FOUNDED ON THE PURSUIT
OFPERSONAL PERFEETION AND OF MUTUAL HELP BETWEEN PEOPLE. IN THE WORK OF
E. DEMOLINS THE PRIMACY OF EDUCATION WITHIN THE FAMILY AND OF TAKING
CARE OF ONESELF REMAINS STRONG, BUT THE ECOLE DES ROCHES DEVELOPED A
MODEL OF EDUCATION DESIGNED TOWARDS ASSUMING SOCIAL AND ECONOMIC
RESPONSIBILITIES BASED ON THAT OF THE ENGLISH ARISTOCRACY. L ECOLE D ART
PUBLIC OF THE COLLEGE LIBRE DES SCIENCES SOCIALES: TOWN PLANNING AS AN
EDUCATION IN CATHERINE BRUANT INSPIRED BY IDEAS OF LE PLAY, THE COLLEGE
LIBRE DES SCIENCES SOCIALES WAS SET UP IN 1895 IN ORDER TO DEVOTE ITSELF
TO THE DISPASSIONATE STUDY OF THE MAJOR SOCIOLOGICAL, ECONOMIC AND
POLITICAL PROBLEMS OF THE TIME. UNDER THE BANNER OF SOLIDARISM, IT
ASPIRED TO PROMOTE DIALOGUE BETWEEN SOCIALISM AND SOCIALLIBERALISM, BUT
SOON IT WAS ALSO REQUESTED TO DEAL WITH PREPARATION FOR CAREERSIN ADMIN-
ISTRATION AND MANAGEMENT. IN 1922, A SCHOOL OF PUBLIC ART WAS SET UP IN
THE COLLEGE DEVOTED TO THE STUDY OF THE SOCIAL REMIT OF ART IN TWO
ASPEETS - THE EFFEET OF SOCIAL PHENOMENA ON ART AND THE EFFECT OF ART ON
SOCIAL PHENOMENA. SOCIAL SCIENCE WAS UNDERSTOOD AS A THEORY CAPABLE
OF EXPLAIN- ING WORKS OF ART AND OF INFORMING ACTION, PARTICULARLY ON
THE PART OF ARCHITEETS AND TOWN PLANNERS. SUMMARIES THE AUTHOR SHOWS
THAT THIS MOVEMEM WAS ACTIVE IN LONDON, BRUSSELS, AMSTERDAM AND WITHIN
INTERNATIONAL CONFERENCES. IT WAS HUGELY INVOLVED IN RECONSTRUCTION
PROJECTS OF 1919. THE POST WAR YEARS WOULD SEE STAFFFROM THE COLLEGE
PLAY A PART IN THE NON-TRADITIONAL UNIVERSITIES WHILE PROMOTING THE
NOTION OF A SOCIALLY INFORMED EDUCATION IN TOWN PLANNING. LEPLAYSIEN
SODAL SDENCE AND THE QUESTION OF EDUCATION AND PROFESSIONAL GUIDANCE IN
THE INTERWAR YEARS DOMINIQUE HOCQUARO THE IDEA OFEDUCATIONAL GUIDANCE
APPEARED EARLY IN THE TWENTIETH CEMURY WITH THE NEW EDUCA- TION
MOVEMENT, BUT THE AUTHOR REMINDS US OF THE INFLUENCE OF THE LEPLAYSIENS,
ESPECIALLY THE TEACHERS OF THE ECOLE DES ROCHES AND THE PRINCIPLE OF A
PARTICULARIST EDUCATION AIMING TO DEVELOP IN CHILDREN A SPIRIT OF
INITIATIVE AND COOPERATION, AND OF RESPONSIBILITY AND ACTIVE INVOLVEMENT
IN LIFE. BUT OTHER CONCEPTIONS APPEARED - ORIGINALLY IN THE PLANS OF THE
MINISTRY OF EDUCATION. THESE CONCEPTIONS CONCERNED GUIDANCE, BASED ON
EXPERIMENTAL PSYCHOLOGY ESPECIALLY AT PRIMARY LEVEL, AIMING TO DIRECT
PUPILS TOWARDS THEIR FUTURE OCCUPATIONS. THEN FROM THE 19305, THE
OPENING UP OF SECOND LEVEL EDUCATION WITNESSED THE DEVELOPMENT OF MANY
STRANDS AND REQUIRED ANOTHER MODEL: THAT OF GUIDANCE BASED ON SUCCESS
AND MERIT. THE ARTICLE FINALLY CONSID- ERS THE DEVELOPMEM OF MANUAL
ACTIVITIES PARTICULARLY IN INSTITUTIONS IN PARIS. THIS HAD THE VERY
LEPLAYSIEN AIM OF INTRODUCING FUTURE ENGINEERS TO TECHNICAL CULTURE AND
ENDED WITH THE SETTING UP OF GUIDANCE CLASSES IN 1937. OVIDE DECROLY, A
CURRICULUM FOR A SCHOOL FOR LIFE OF A LEPLAYSIEN CHARACTER? SYLVAIN
WAGNON MEDICALLY TRAINED, DECROLY TOOK AN INTEREST IN CHILDREN IN
DIFFICULTY AND IN THE EDUCATIONAL QUES- TIONS RAISED BY A SOCIETY
UNDERGOING ABRUPT CHANGES AT THE BEGINNING OF THE TWENTIETH CENTURY. HE
SAW IN THE SCHOOL AN INSTRUMENT OF PROGRESS AND OF SOCIAL JUSTICE AND HE
SET UP A SCHOOL IN THE SUBURBS OF BRUSSELS WHERE HE TRIED OUT NEW
DIRECTIONS IN PEDAGOGY. HIS INTEREST WAS IN THE TRAIN- ING OF SPECIALIST
TEACHERS AND HE PLAYED A ROLE IN THE REFORM OF THE BELGIAN EDUCATIONAL
SYSTEM. 1N ALL OF THESE AREAS HE MET WITH LEPLAYSIEN IDEAS, WIDESPREAD
AMONG SOCIALLY AWARE CATHOLICS. THESE IDEAS AIMED AT PROMOTING SOCIAL
PEACE, AT IMPROVING THE CONDITIONS OF THE WORKING CLASS AND AT
DEVELOPING DEMOCMCY. TO THIS END IT WAS NECESSARY TO IMPROVE THE
PROFESSIONAL GUIDANCE AMILABLE TO PUPILS BUT IT WAS ALSO NECESSARY TO
TAKE ACTION IN RESPECT OF ELITE GROUPS IN SOCIETY IN ORDER EVENTUALLY TO
INTRODUCE A COMMON SCHOOJ: THE EDUCATION OF SIBLINGS IN ALSACE IN THE
NINETEENTH CENTURY: THE MONOGRAPH OF MANREUVRE CL FAMILIE NOMBREUSE»
(PARIS, 1861): A VIEW OF POPULAR EDUCATION MARIE-CLAIRE QUIN OE STOPPANI
THE ARCHIVE DOCUMENTS EXAMINED IN THIS ARTICLE INFORM US OF THE
EXISTENCE OF A LABOURER S FAEMILY IN PARIS OF THE SECOND EMPIRE. THE
FAMILY CONCERNED WAS LARGE, CATHOLIC, NEEDY AND CAME FROM ALSACE AND THE
PARENTS WERE KEEN TO MOVE UP IN SOCIETY. THE CHILDREN ATTENDED SCHOOL IN
THE CEUVRE DE SAIM-JOSEPH: THE TEACHING AIMED TO PROVIDE LITERACY IN
FRENCH AND THE ACQUISITION OF THE LE TELEMAQUE - 33 PRAETICUL KNOWLEDGE
NECESSARY TO LEARN A TRADE, ESPECIALLY FOR BOYS. BUT THE FAMILY CONTEXT,
WHERE THE FATHER S AUTHORITY WAS SUPPORTED BY THE DEMANDS OF THE MOTHER,
PLAYED A PRIMARY ROLE IN THE EDUCATION OF THE CHILDREN. SODAL REFORM IN
FRANCE IN JOURNAL DE MEDECINE MENTALE, 1864 BENEDICT GALLET DE KULTURE
THE INTEREST OF THE ACCOUNT OFLA REFORME SOCIALE EN FRANCE BY FREDERIC
LE PLAY THAT APPEARED IN 1864 IN THE JOURNAL DE MEDECINE MENTALE DERIVES
FROM THE FACT THAT IT IS CONTEMPORANEOUS WITH THE FIRST EDITION AND CUN
THEREFORE INFORM US ON THE INTELLECTUAL CONTEXT OF ITS APPEARANCE. MOST
OF ALL, HOWEVER, THIS INTEREST IS RELATED TO ITSFOCUS ON THE PROBLEM OF
EDUEATION. PROPOSALS TO REMEDY INTELLECTUAL AND MORAL DEFICIENCIES
EMERGE FROM THIS DIMENSION OF THE PROJEET OF SOCIAL REFORM. THIS IS
ELEAR FROM THE SUB-TITLE OF THE REVIEW ADDRESSED AS IT IS NOT ONLY TO
DOCTORS AND PSYCHIATRISTS BUT ALSO TO TEACHERS. THE ACCOUNT OFFERS A
VERY WIDE VISION OF EDUCUTION WHERE EDU- EATION WITHIN THE FAMILY PLAYS
AN ESPECIALLY IMPORTANT ROLE. THE TRADITIONAL FAMILY SUBJECT TO THE
AUTHORITY OF THE FATHER PROVIDES THE BASIS OF AN EDUEATION THAT
FOREGROUNDS MORAL DEVELOPMENT: EDUCATION SEEN THROUGH THE PRISM OF
COSMOPOLITANISM DAVID T. HANSEN RESEARCHERS TODAY INTERESTED IN THE
QUESTION OF COSMOPOLITANISM HAVE TO DEFEND THE CONCEPT FROM THE CHARGE
OF NAIVETE, OF BEING DISCONNECTED FROM POLITICS, OF ABSENCE OF MORAL
GROUNDING OR OF AESTHETICISM. FOR D. HANSEN, ON THE CONTRARY, THE
COSMOPOLITAN ORIENTATION HAS AS ITS TASK THE RE-ARRANGEMENT OF THE
POSSIBILITIES OF EXCHANGE BETWEEN THE LOEAL AND THE UNIVERSAL,
ESPECIALLY IN THE LIULE EXPLORED AREA OF EDUCUTION. EDUCATIONAL
COSMOPOLITANISM SHOULD BE UNDERSTOOD AS A WAY OF LIVING NEGOTIATING
BETWEEN INDIVIDUAL AND COMMUNAL DIVERSITY, AVOIDING THE ILLUSIONS
OFFERED BY ARETURN TO ETHNIC OR RELIGIOUS ROOTS, AND ACCEPTING THAT
CULTURES ARE POROUS AND THAT MOVEMENT IS POSSIBLE BETWEEN DIFFERENT
CULTURES. ACCORDINGLY, AS IS SHOWN BY EXAMPLE OF THE CROWS OR OF
FLAMENCO MUSIC, COSMOPOLITANISM ACCOMMODATES AN ON-GOING AND CREATIVE
RECON- STRUETION OF TRADITION, A RE-SHAPING OF LIVES OPEN TO OTHERNESS.
IN THIS SENSE COSMOPOLITANISM PRESUPPOSES AND DEVE/OPS INTERCULTURAL
CREATIVITY IN ITS ANTHROPOLOGIEAL, AESTHETIC AND INDIVIDUAL DIMENSIONS.
TRADUCTION PAR KEVIN WILLIAMS, MALER DEI INSTITUTE, DUBLIN CITY
UNIVERSILY
|
| adam_txt |
OUVERTURE NOTION MARIE-C1AUDE BLAIS: LA SOLIDARITE . DOSSIER: THEORIES
EDUCATIVES ET REFORMATEURS SOCIAUX DOMINIQUE ONAVI ET JEAN-FRAN~OIS
MARCHAT: PRESENTATION . 25 ANTOINE SAVOYE : FREDERIC LE PLAY, CONCEPTEUR
D'UNE EDUCATION LIBERALE. 31 JEAN-FRAN~OIS MARCHAT: BUCHEZ ET LE PLAY:
APPROCHES EDUCATIVES DE DEUX ECOLES D'ECONOMIE SOCIALE CATHOLIQUES . 45
HERVE TERRAL: FELICIEN PARISET (1807-1886) : ETUDE DE LA SCOLARISATION
EN TERRE OCCITANE. 61 DOMINIQUE OTTAVI : HENRI DE TOURVILLE ET
I'EDUCATION PARTICULARISTE 75 CATHERINE BRUANT: L'F.COLE D'ART PUBLIC DU
COLLEGE LIBRE DES SCIENCES SOCIALES : UNE FORMATION A I'URBANISME COMME
SOCIO/OGIE APPLIQUEE» . . . . . . . . . . . . . . . . . . . . 83
DOMINIQUE HOCQUARO: LA SCIENCE SOCIALE LEPLAYSIENNE ET LA QUESTION DE
I'ORIENTATION SCOLAIRE ET PROFESSIONNELLE DANS I'ENTRE-DEUX-GUERRES. . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 107 SYLVAIN WAGNON :
OVIDE DECROLY, UN PROGRAMME D'UNE (( ECOLE DANS LA VIE» AUX ACCENTS
LEPLAYSIENS? 129 DOCUMENTS MARIE-C1AIRE QUIN OESTOPPANI : L'EDUCATION
D'UNE FRATRIE ALSACIENNE AU XIX' SIEDE. LA MONO- GRAPHIE DU (( MANREUVRE
A FAMILIE NOMBREUSE » (PARIS, 1861): UN POINT DE VUE SUR I'EDUCATION
POPULAIRE . I 39 COMPTE RENDU DU LIVRE DE FREDERIC LE PLAY. LA REFORME
SOCIALE. PAR B. GALLET DE KULTURE DANS LE JOURNAL DE MEDECINE MENTALE,
1864 . . . . . . . . . . . . . . . . 153 CORRESPONDANCE DAVID T. HANSEN:
L'EDUCATION VUE A TRAVERS LE PRISME DU COSMOPOLITISME . COMPTE RENDU
SUMMARIES. REVUE PUBLIEE AVEC LE CONCOURS DU CENTRE NATIONAL DU LIVRE
163 177 181 SUMMARIES SOLIDARITY MARIE-CLAUDE BLAIS THE IDEA OF
SOLIDARITY DEVELOPED IN THE COURSE OF THE NINETEENTH CENTURY TO RESPOND
TO THE DIFFI- CULTY OF CONCEPTUALISING THE CONNECTION BETWEEN
INDIVIDUALS WHO HAD BEEN DEEMED FREE AND EQUAL BEFORE THE LAW BY THE
REVOLUTION. THE METAPHOR OF ORGANISM EMERGED AT THE TIME ACCOMPANIED BY
NOTIONS OF FUNCTION, ASSOCIATION AND OF COOPERATION - BASED ON A FORM OF
CHRISTIAN HUMAN- ISM SUCH AS THAT TO BEFOUND IN, FOR EXAMPLE, THE WORK
OF PIERRE LEROUX. NEW THEORETICAL MODELS APPEARED THEN IN THE WORK OF
RENOUVIER, FOUILIEE AND DURKHEIM AROUND THE NOTION OF THE SOCIAL
CONTRACT. THE 'SOLIDARISM' OF LEON BOURGEOIS GAVE IT A CREDIBLE
POLITICAL FORM AND IT BECAME THE DOCTRINE OF THE THIRD REPUBLIC.
SOCIALISING PEOPLE AND TEACHING SOLIDARITY BECAME CENTRAL AIMS TO BE
PROMOTED BY THE SCHOOL- NOT WITHOUT GIVING RISE TO DIFFICULTIES
CONCERNING PEDAGOGY. TODAY THE NOTION IS ENJOYING A REVIVAL OF INTEREST
BUT ITS RATHER INDISCRIMINATE USE GIVES RISE TO NUMER- OUS PROBLEMS THAT
MARIE-CLAUDE BLAIS ANALYSES IN HER FINAL SECTION. FREDERIC LE PLAY,
THEORIST OF A LIBERAL EDUCATION ANTOINE SAVOYE AN ENGINEER AND PROFESSOR
AT THE ECOLE DES MINES, LE PLAY WAS FIRSTLY NOTABLE FOR HIS ATTEMPTS TO
MAKE MANAGEMENT IN INDUSTRY AWARE OF SOCIAL ISSUES. THIS HE PURSUED
THROUGH COURSES, PLACE- MENTS AND INQUIRIES. INDEED HE PARTICIPATED
ACTIVELY IN DEBATES ABOUT EDUCATION AT THE TIME OF THE REVOLUTION OF
1848 AND SUBSEQUENTLY UNDER THE THIRD REPUBLIC AT THE TIME THAT THE
SCHOOL AS CONCEIVED BY JULES FERRY WAS BEING SET UP. TWO CONVICTIONS
MOTIVATED HIRN: THAT EDUCATION WITHIN THE FAMILY IS IRREPLACEABLE AND
THAT SCHOOLING SHOULD BEFREE. HE WAS SCEPTICAL REGARDING COMPUL- SION
AND ABSENCE OF FEES AND HE HAD RESERVATIONS ABOUT THE PRINCIPLES OF
LA"ICITE OR SECULAR NEU- TRALITY. HE BELIEVED THAT STATE INTERVENTIONS
SHOULD BE LIMITED. THE OUTCOME OF THESE TWO POSITIONS LED TO TWO
PREOCCUPATIONS: THAT THE EDUCATION OF YOUTH SHOULD BE THOUGHT OF AS
PREPARATION FOR AN OCCUPATION; THAT SOCIAL PROGRESS IS CONNECTED TO THE
DEVELOPMENT OF A SOCIAL SCIENCE OF WHICH HE WAS THE PIONEER AND WHOSE HE
METHOD HE DEFINED: FIELD WORK INVESTIGATIONS OF WORKING-CLASS FAMILIES.
BUCHEZ ET LE PLAY: THE APPROACH TO EDUCATION OF TWO SCHOOLS OF CATHOLIC
ECONOMIC THOUGHT ]EAN-FRAN;:OIS MARCHAT 1WO STRANDS OF THOUGHT DRAW ON
THE SAME INHERITANCE OF THE FRENDL REVOLUTION AND OF CATHOLI- CISM AND
THIS INHERITANCE WAS TO PRODUCE THE SOCIAL CATHOLICISM OF THE TWENTIETH
CENTURY. BUT THE INQUIRY CONDUCTED BY]. -F. MARCHAT SHOWS THAT THEY
DIFFER ON ALMOST EVERYTHING: THE HISTORIC ROLE THAT THEY ATTRIBUTE TO
CATHOLICISM; THEIR DEFINITION OF EDUCATION AND OF INSTRUCTION; THE ROLE
THEY ATTRIBUTE TO SCHOOLING; THEIR CONCEPTION OF APPRENTICESHIP; THEIR
CONCEPTION OF THE STRUCTURES WITHIN THE EDUCATIONAL SYSTEM. MORE
CENTRALLY BUCHEZ ADOPTS THE POSITION OF CONDORCET, TAKEN UP BY THE
FOLLOWERS OF SAINT-SI MON, ON THE DISTINCTION BETWEEN INSTRUCTION AND
EDUCATION. THE LATTER IS RESERVED FOR THE PRIVATE SPHERE AND HE
CONSIDERS THAT SCHOOLING, AN ELEMENT OF PROGRESS, 182 LE TELEMAQUE - 33
LEADS TO SOCIAL JUSTICE. LE PLAY IS VERY CLEAR ON THIS POINT. UNIVERSAL
SCHOOLING CAN LEAD TO DISOR- DER AND TO THE REMOVAL OF WORKING CLASS
CHILDREN FROM THEIR MILIEU AND, HE BELIEVES THAT EDUCA- TION SHOULD BE
ENVISAGED IN GLOBAL TERMS IN EVERY SPHERE OF SOCIALISATION. NEITHER
SUPPORTS STATE INVOLVEMENT BUT THE FOLLOWERS OF BUCHEZ ADVOCATE
ASSOCIATIVE VERSIONS OF POPULAR EDUCATION. LE PLAY IS IN FAVOUR OF THE
ENGLISH MODEL OF PRIVATE INSTITUTIONS UNDER THE SHARED AUTHORITY OF PAR-
ENTS AND TEACHERS. IN FACT IT IS POSSIBLE TO INTERPRET THEIR CONTRASTING
READINGS OF THE REVOLUTION. BUCHEZ SEES IT AS BRINGING TO FRUITION THE
DEEPEST ASPIRATIONS OF CHRISTIANITY TOWARDS EQUALITY AND FRATERNITY,
WHEREAS LE PLAY SEES IT AS UNDERMINING THE VERY BASIS OF CHRISTIANITY.
FELICIEN PARISET (1807-1886): A STUDY OF SCHOOLING IN THE OCCITAN REGION
HERVE TERRAL IN THE DIRECT TRADITION OF RESEARCHFOLLOWING THE LE PLAY
SYSTEM, F. PARISET DEVOTED HIRNSELF DUR- ING THE YEARS 1860-70 TO
SUSTAINED OBSERVATIONS IN THE REGIONS OF LE LAURAGAIS ET LA MONTAGNE
NOIRE. THE ARTICLE SHOWS, FIRSTLY, THE EXTENT TO WH ICH, IN THE FIRST
HALF OF THE NINETEENTH CENTURY AND BEYOND, THE SOUTH OF FRANCE SEEMED TO
OBSERVERS A REGION OF EXTREME POVERTY AND IGNORANCE. NEXT HERVE TERRAL
PRESENTS THE PRECISE AND DETAILED DESCRIPTIONS AND ANALYSES MADE BY
PARISET AND THE TERRAL DEMONSTRATES THE SLOW AND CONTRASTING DEVELOPMENT
OF SCHOOLING AND THE OBSTA- CLES THAT THIS DEVELOPMENT ENCOUNTERED. EVEN
THE REPUBLICAN PROJECT SUCCEEDED LIULE IN DISTURBING THE TRADITIONAL
PEASANT BELIEFS, IN PARTICULAR CONCERNING THE EDUCATION OF GIRLS. HENRI
DE TOURVILLE AND PARTICULARIST EDUCATION DOMINIQUE OTTAV1 THIS ARTICLE
SHOWS HOW THE IDEA OF PARTICULARISM WAS DEVELOPED IN THE THOUGHT OF H.
DE TOURVILLE AND HOW IT WAS BASED ON AN IMAGINATIVE ARCHAEOLOGICAL
RECONSTRUETION OF THE STRUETURE OF CER- TAIN SOCIAL GROUPS OF EMIGRANTS
IN ANCIENT SCANDINAVIA. THIS HYPOTHESIS WAS INCCJRPORATEDINTO THE
CATHOLIC TRADITION OF A SPIRITUAL EDUCATION FOUNDED ON THE PURSUIT
OFPERSONAL PERFEETION AND OF MUTUAL HELP BETWEEN PEOPLE. IN THE WORK OF
E. DEMOLINS THE PRIMACY OF EDUCATION WITHIN THE FAMILY AND OF TAKING
CARE OF ONESELF REMAINS STRONG, BUT THE ECOLE DES ROCHES DEVELOPED A
MODEL OF EDUCATION DESIGNED TOWARDS ASSUMING SOCIAL AND ECONOMIC
RESPONSIBILITIES BASED ON THAT OF THE ENGLISH ARISTOCRACY. L'ECOLE D'ART
PUBLIC OF THE COLLEGE LIBRE DES SCIENCES SOCIALES: TOWN PLANNING AS AN
EDUCATION IN CATHERINE BRUANT INSPIRED BY IDEAS OF LE PLAY, THE COLLEGE
LIBRE DES SCIENCES SOCIALES WAS SET UP IN 1895 IN ORDER TO DEVOTE ITSELF
TO THE DISPASSIONATE STUDY OF THE MAJOR SOCIOLOGICAL, ECONOMIC AND
POLITICAL PROBLEMS OF THE TIME. UNDER THE BANNER OF SOLIDARISM, IT
ASPIRED TO PROMOTE DIALOGUE BETWEEN SOCIALISM AND SOCIALLIBERALISM, BUT
SOON IT WAS ALSO REQUESTED TO DEAL WITH PREPARATION FOR CAREERSIN ADMIN-
ISTRATION AND MANAGEMENT. IN 1922, A SCHOOL OF PUBLIC ART WAS SET UP IN
THE COLLEGE DEVOTED TO THE STUDY OF THE SOCIAL REMIT OF ART IN TWO
ASPEETS - THE EFFEET OF SOCIAL PHENOMENA ON ART AND THE EFFECT OF ART ON
SOCIAL PHENOMENA. 'SOCIAL SCIENCE' WAS UNDERSTOOD AS A THEORY CAPABLE
OF'EXPLAIN- ING' WORKS OF ART AND OF INFORMING ACTION, PARTICULARLY ON
THE PART OF ARCHITEETS AND TOWN PLANNERS. SUMMARIES THE AUTHOR SHOWS
THAT THIS MOVEMEM WAS ACTIVE IN LONDON, BRUSSELS, AMSTERDAM AND WITHIN
INTERNATIONAL CONFERENCES. IT WAS HUGELY INVOLVED IN RECONSTRUCTION
PROJECTS OF 1919. THE POST WAR YEARS WOULD SEE STAFFFROM THE COLLEGE
PLAY A PART IN THE NON-TRADITIONAL UNIVERSITIES WHILE PROMOTING THE
NOTION OF A SOCIALLY INFORMED EDUCATION IN TOWN PLANNING. LEPLAYSIEN
SODAL SDENCE AND THE QUESTION OF EDUCATION AND PROFESSIONAL GUIDANCE IN
THE INTERWAR YEARS DOMINIQUE HOCQUARO THE IDEA OFEDUCATIONAL GUIDANCE
APPEARED EARLY IN THE TWENTIETH CEMURY WITH THE NEW EDUCA- TION
MOVEMENT, BUT THE AUTHOR REMINDS US OF THE INFLUENCE OF THE LEPLAYSIENS,
ESPECIALLY THE TEACHERS OF THE ECOLE DES ROCHES AND THE PRINCIPLE OF A
'PARTICULARIST' EDUCATION AIMING TO DEVELOP IN CHILDREN A SPIRIT OF
INITIATIVE AND COOPERATION, AND OF RESPONSIBILITY AND ACTIVE INVOLVEMENT
IN LIFE. BUT OTHER CONCEPTIONS APPEARED - ORIGINALLY IN THE PLANS OF THE
MINISTRY OF EDUCATION. THESE CONCEPTIONS CONCERNED GUIDANCE, BASED ON
EXPERIMENTAL PSYCHOLOGY ESPECIALLY AT PRIMARY LEVEL, AIMING TO DIRECT
PUPILS TOWARDS THEIR FUTURE OCCUPATIONS. THEN FROM THE 19305, THE
OPENING UP OF SECOND LEVEL EDUCATION WITNESSED THE DEVELOPMENT OF MANY
STRANDS AND REQUIRED ANOTHER MODEL: THAT OF GUIDANCE BASED ON SUCCESS
AND MERIT. THE ARTICLE FINALLY CONSID- ERS THE DEVELOPMEM OF MANUAL
ACTIVITIES PARTICULARLY IN INSTITUTIONS IN PARIS. THIS HAD THE VERY
LEPLAYSIEN AIM OF INTRODUCING FUTURE ENGINEERS TO TECHNICAL CULTURE AND
ENDED WITH THE SETTING UP OF GUIDANCE CLASSES IN 1937. OVIDE DECROLY, A
CURRICULUM FOR A 'SCHOOL FOR LIFE' OF A LEPLAYSIEN CHARACTER? SYLVAIN
WAGNON MEDICALLY TRAINED, DECROLY TOOK AN INTEREST IN CHILDREN IN
DIFFICULTY AND IN THE EDUCATIONAL QUES- TIONS RAISED BY A SOCIETY
UNDERGOING ABRUPT CHANGES AT THE BEGINNING OF THE TWENTIETH CENTURY. HE
SAW IN THE SCHOOL AN INSTRUMENT OF PROGRESS AND OF SOCIAL JUSTICE AND HE
SET UP A SCHOOL IN THE SUBURBS OF BRUSSELS WHERE HE TRIED OUT NEW
DIRECTIONS IN PEDAGOGY. HIS INTEREST WAS IN THE TRAIN- ING OF SPECIALIST
TEACHERS AND HE PLAYED A ROLE IN THE REFORM OF THE BELGIAN EDUCATIONAL
SYSTEM. 1N ALL OF THESE AREAS HE MET WITH LEPLAYSIEN IDEAS, WIDESPREAD
AMONG SOCIALLY AWARE CATHOLICS. THESE IDEAS AIMED AT PROMOTING SOCIAL
PEACE, AT IMPROVING THE CONDITIONS OF THE WORKING CLASS AND AT
DEVELOPING DEMOCMCY. TO THIS END IT WAS NECESSARY TO IMPROVE THE
PROFESSIONAL GUIDANCE AMILABLE TO PUPILS BUT IT WAS ALSO NECESSARY TO
TAKE ACTION IN RESPECT OF ELITE GROUPS IN SOCIETY IN ORDER EVENTUALLY TO
INTRODUCE A 'COMMON SCHOOJ: THE EDUCATION OF SIBLINGS IN ALSACE IN THE
NINETEENTH CENTURY: THE MONOGRAPH OF MANREUVRE CL FAMILIE NOMBREUSE»
(PARIS, 1861): A VIEW OF POPULAR EDUCATION MARIE-CLAIRE QUIN OE STOPPANI
THE ARCHIVE DOCUMENTS EXAMINED IN THIS ARTICLE INFORM US OF THE
EXISTENCE OF A LABOURER'S FAEMILY IN PARIS OF THE SECOND EMPIRE. THE
FAMILY CONCERNED WAS LARGE, CATHOLIC, NEEDY AND CAME FROM ALSACE AND THE
PARENTS WERE KEEN TO MOVE UP IN SOCIETY. THE CHILDREN ATTENDED SCHOOL IN
THE CEUVRE DE SAIM-JOSEPH: THE TEACHING AIMED TO PROVIDE LITERACY IN
FRENCH AND THE ACQUISITION OF THE LE TELEMAQUE - 33 PRAETICUL KNOWLEDGE
NECESSARY TO LEARN A TRADE, ESPECIALLY FOR BOYS. BUT THE FAMILY CONTEXT,
WHERE THE FATHER'S AUTHORITY WAS SUPPORTED BY THE DEMANDS OF THE MOTHER,
PLAYED A PRIMARY ROLE IN THE EDUCATION OF THE CHILDREN. SODAL REFORM IN
FRANCE IN JOURNAL DE MEDECINE MENTALE, 1864 BENEDICT GALLET DE KULTURE
THE INTEREST OF THE ACCOUNT OFLA REFORME SOCIALE EN FRANCE BY FREDERIC
LE PLAY THAT APPEARED IN 1864 IN THE JOURNAL DE MEDECINE MENTALE DERIVES
FROM THE FACT THAT IT IS CONTEMPORANEOUS WITH THE FIRST EDITION AND CUN
THEREFORE INFORM US ON THE INTELLECTUAL CONTEXT OF ITS APPEARANCE. MOST
OF ALL, HOWEVER, THIS INTEREST IS RELATED TO ITSFOCUS ON THE PROBLEM OF
EDUEATION. PROPOSALS TO REMEDY 'INTELLECTUAL AND MORAL DEFICIENCIES'
EMERGE FROM THIS DIMENSION OF THE PROJEET OF SOCIAL REFORM. THIS IS
ELEAR FROM THE SUB-TITLE OF THE REVIEW ADDRESSED AS IT IS NOT ONLY TO
DOCTORS AND PSYCHIATRISTS BUT ALSO TO TEACHERS. THE ACCOUNT OFFERS A
VERY WIDE VISION OF EDUCUTION WHERE EDU- EATION WITHIN THE FAMILY PLAYS
AN ESPECIALLY IMPORTANT ROLE. THE 'TRADITIONAL FAMILY' SUBJECT TO THE
AUTHORITY OF THE FATHER PROVIDES THE BASIS OF AN EDUEATION THAT
FOREGROUNDS 'MORAL DEVELOPMENT: EDUCATION SEEN THROUGH THE PRISM OF
COSMOPOLITANISM DAVID T. HANSEN RESEARCHERS TODAY INTERESTED IN THE
QUESTION OF COSMOPOLITANISM HAVE TO DEFEND THE CONCEPT FROM THE CHARGE
OF NAIVETE, OF BEING DISCONNECTED FROM POLITICS, OF ABSENCE OF MORAL
GROUNDING OR OF AESTHETICISM. FOR D. HANSEN, ON THE CONTRARY, THE
COSMOPOLITAN ORIENTATION HAS AS ITS TASK THE RE-ARRANGEMENT OF THE
POSSIBILITIES OF EXCHANGE BETWEEN THE LOEAL AND THE UNIVERSAL,
ESPECIALLY IN THE LIULE EXPLORED AREA OF EDUCUTION. EDUCATIONAL
COSMOPOLITANISM SHOULD BE UNDERSTOOD AS A WAY OF LIVING NEGOTIATING
BETWEEN INDIVIDUAL AND COMMUNAL DIVERSITY, AVOIDING THE ILLUSIONS
OFFERED BY ARETURN TO ETHNIC OR RELIGIOUS ROOTS, AND ACCEPTING THAT
CULTURES ARE POROUS AND THAT MOVEMENT IS POSSIBLE BETWEEN DIFFERENT
CULTURES. ACCORDINGLY, AS IS SHOWN BY EXAMPLE OF THE CROWS OR OF
FLAMENCO MUSIC, COSMOPOLITANISM ACCOMMODATES AN ON-GOING AND CREATIVE
RECON- STRUETION OF TRADITION, A RE-SHAPING OF LIVES OPEN TO OTHERNESS.
IN THIS SENSE COSMOPOLITANISM PRESUPPOSES AND DEVE/OPS INTERCULTURAL
CREATIVITY IN ITS ANTHROPOLOGIEAL, AESTHETIC AND INDIVIDUAL DIMENSIONS.
TRADUCTION PAR KEVIN WILLIAMS, MALER DEI INSTITUTE, DUBLIN CITY
UNIVERSILY |
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| genre_facet | Aufsatzsammlung |
| geographic | Frankreich (DE-588)4018145-5 gnd |
| geographic_facet | Frankreich |
| id | DE-604.BV035048067 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:55:29Z |
| indexdate | 2024-07-09T21:21:00Z |
| institution | BVB |
| isbn | 9782841333141 |
| language | French |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016716789 |
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| physical | 184 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
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| publisher | Presses Univ. de Caen |
| record_format | marc |
| series | Le télémaque |
| series2 | Le télémaque |
| spelling | Théories éducatives et réformateurs sociaux [réd. en chef: Alain Vergnioux] Caen Presses Univ. de Caen 2008 184 S. txt rdacontent n rdamedia nc rdacarrier Le télémaque 33 Sozialreform (DE-588)4055893-9 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Frankreich (DE-588)4018145-5 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Frankreich (DE-588)4018145-5 g Erziehungsphilosophie (DE-588)4070955-3 s Sozialreform (DE-588)4055893-9 s DE-604 Vergnioux, Alain 1946- Sonstige (DE-588)1037740793 oth Le télémaque 33 (DE-604)BV014549526 33 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016716789&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Théories éducatives et réformateurs sociaux Le télémaque Sozialreform (DE-588)4055893-9 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| subject_GND | (DE-588)4055893-9 (DE-588)4070955-3 (DE-588)4018145-5 (DE-588)4143413-4 |
| title | Théories éducatives et réformateurs sociaux |
| title_auth | Théories éducatives et réformateurs sociaux |
| title_exact_search | Théories éducatives et réformateurs sociaux |
| title_exact_search_txtP | Théories éducatives et réformateurs sociaux |
| title_full | Théories éducatives et réformateurs sociaux [réd. en chef: Alain Vergnioux] |
| title_fullStr | Théories éducatives et réformateurs sociaux [réd. en chef: Alain Vergnioux] |
| title_full_unstemmed | Théories éducatives et réformateurs sociaux [réd. en chef: Alain Vergnioux] |
| title_short | Théories éducatives et réformateurs sociaux |
| title_sort | theories educatives et reformateurs sociaux |
| topic | Sozialreform (DE-588)4055893-9 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| topic_facet | Sozialreform Erziehungsphilosophie Frankreich Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016716789&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV014549526 |
| work_keys_str_mv | AT vergniouxalain theorieseducativesetreformateurssociaux |