L Ducation Nouvelle Histoire Pr Sence Et Devenir

L'id e d'une Education nouvelle est ancienne. Elle plonge ses racines au moins dans le 18e si cle et s' panouit d j la fin du 19e si cle. Le projet de renouveler de fond en comble l'entreprise ducative est donc un fait historique de longue dur e, caract ristique des soci t s occidentales contemporaines et de leur projet d mocratique. Face ce sempiternel d sir de changer l' cole , la t che qui s'offre notre poque est de repenser l'Education nouvelle dans son histoire diverse et multiple. C'est l'objectif du pr sent ouvrage. Les contributions qui le composent offrent un nouveau regard sur la n buleuse de l'Education nouvelle, constitu e de th ories h t rog nes et de personnalit s galement tr s diff rentes. Elles traitent d'abord de ses prol gom nes au 19e si cle, puis de ses rapports avec certaines sciences humaines comme la psychologie et la psychanalyse, avant d'aborder le probl me de son devenir paradoxal l' poque contemporaine. En effet, alors que ses id aux et ses mots m mes habitent le discours ordinaire du monde ducatif, l'Education nouvelle a cess d' tre le moteur de la pens e p dagogique et de l'exp rimentation depuis plusieurs d cennies. Ainsi revisit e, l'Education nouvelle constitue une source de r flexion pour le pr sent, stimulant la pens e de l' ducation actuellement confront e des probl mes immenses pour lesquels les ressources th oriques h rit es de la seconde partie du 20e si cle semblent inop rantes.

This book is about the tumultuous and even passionate relationship between New Education and Educational Sciences, which are regarded as an inseparable «couple», intrinsically linked and surprisingly fruitful. Yet they remain irreconcilable and are mutually contradictory in a number of their elements and characteristics. Do Educational Sciences offer a scientific base or ideological support for New Education? Do the numerous new educational initiatives and reforms provide a «laboratory» for Educational Sciences or alternatives to the new scientific paradigms? Is this at the risk of their merging? And what is the price of these tensions? Specialists in the history of Educational Sciences and New Education from various geographical, cultural and disciplinary horizons explore the complex links between this powerful reforming movement and the nascent disciplinary field that emerged during the first half of the 20th century. Cet ouvrage analyse les relations tumultueuses - passionnelles même - de l'Education nouvelle et des Sciences de l'éducation: un couple indissociable - intrinsèquement lié et d'une étonnante fécondité - autant qu'inconciliable, nombre de leurs présupposés et caractéristiques se contredisant mutuellement. Les Sciences de l'éducation offrent-elles la base scientifique ou l'appui idéologique de l'Education nouvelle ? Les nombreuses expériences et réformes éducatives constituent-elles des laboratoires des Sciences de l'éducation ou des alternatives aux nouveaux paradigmes scientifiques ? Au risque de leur fusion ? Au prix de quelles tensions ? Des spécialistes de l'histoire des Sciences de l'éducation et de l'Education nouvelle d'horizons géographiques, culturels et disciplinaires divers explorent les rapports complexes entre ce puissant mouvement réformiste et le champ disciplinaire naissant durant la première moitié du 20e siècle.

A Cultural History of Education in the Modern Age presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The twentieth century brought profound and far-reaching changes to education systems globally in response to significant social, economic, and political transformation. This volume draws together work from leading historians of education to present a tapestry of seminal and enduring themes that characterize the many educational developments since 1920. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

Border-crossing in Education comprises a series of case studies covering a variety of cultural areas, in order to reveal the density of connections and exchanges that inform educational practices, policies, and systems. It attaches particular importance to individual and collective actors that govern these flows – initiating, promoting, or reconfiguring transfers of policy models. The contributors explore various aspects of the circulatory mechanisms that have been deployed in the field of education during the modern and contemporary period. Varying the observation scales, from local to international, they demonstrate the multilateral character of the circulatory dynamics observed. The implementation of rich and varied approaches to these complex processes offers a perspective that complements and renews our knowledge of the genesis and evolution of educational policies and systems, most notably highlighting their foreign inspirations. However, these studies do not merely evoke borrowings and hybridization, as if national borders proved porous or non-existent. Instead they show that the phenomena of resistance, reinterpretation, and rejection are also an integral part of transnational mechanisms of exchanges. The book thus demonstrates the relevance of a historical approach in addressing these transnational mechanisms in the field of education and childhood policy. This book was originally published as a special issue of Paedagogica Historica.

Harry Gamble examines the controversies of political and educational reform in French West Africa from the early to mid-twentieth century.

From the Occupy protests to the Black Lives Matter movement and school strikes for climate action, the twenty-first century has been rife with activism. Although very different from one another, each of these movements has created alliances across borders, with activists stressing that their concerns are not confined to individual nation states. In this book, Daniel Laqua shows that global efforts of this kind are not a recent phenomenon, and that as long as there have been borders, activists have sought to cross them. Activism Across Borders since 1870 explores how individuals, groups and organisations have fostered bonds in their quest for political and social change, and considers the impact of national and ideological boundaries on their efforts. Focusing on Europe but with a global outlook, the book acknowledges the importance of imperial and postcolonial settings for groups and individuals that expressed far-reaching ambitions. From feminism and socialism to anti-war campaigns and green politics, this book approaches transnational activism with an emphasis on four features: connectedness, ambivalence, transience and marginality. In doing so, it demonstrates the intertwined nature of different movements, problematizes transnational action, discusses the temporary nature of some alliances, and shows how transnationalism has been used by those marginalized at the national level. With a broad chronological perspective and thematic chapters, it provides historical context, clarifies terms and concepts, and offers an alternative history of modern Europe through the lens of activists, movements and campaigns.