Session Information
, What Transformations of Knowledge (Concepts, Reference Theories and School Disciplines) does New Education Put Forward? (First Decades of the 20th Century). Quelles Transformations des Savoirs (Concepts, Théories de Référence et Disciplinaires Scolaires).
Symposium Continued from Session 6
Time:
2006-09-14
15:30-17:00
Room:
5189
Chair:
Rita Hofstetter
Discussant:
Frank Simon
Contribution
Description: Beyond intending to institute a new relationship to the child, New Education proposes concrete changes concerning knowledge to transmit and the form of its transmission (Ohayon, Ottavi, Savoye, 2004)
In France, this phenomenon is particularly visible in the Interwar period concerning secondary education (Savoye, 2006). A movement in favor of a deep reform of the lycées [high schools] produces a sharp critique of the knowledge to be taught in these schools and the forms of its transmission. This movement is composed of teachers who are strongly linked to New Education from which they borrow numerous educational and pedagogical rules. They state discipline by discipline (from philosophy and history to natural sciences) the changes the want to introduce to profoundly reform secondary education.
The paper will analyze the changes intended. It will also shed light on the biographies of the authors of these proposals and on the "reception" of the changes by the educational milieu and by the representatives of official school institution.
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