Comment penser le triangle : savoirs, valeurs émancipatrices et normes sociales ? Le difficile équilibre de la formation de soi et de la socialisation
Several queries interlace when evoking the values question in education. First of all, it is about asking ourselves if those values are knowledges, and if so, what is their nature, and how can they be built and/or delivered. We can even go so far as to ask ourselves if knowledge is a value as such,...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2018-06-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/2985 |
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| Summary: | Several queries interlace when evoking the values question in education. First of all, it is about asking ourselves if those values are knowledges, and if so, what is their nature, and how can they be built and/or delivered. We can even go so far as to ask ourselves if knowledge is a value as such, especially as lifting an ignorance condition and/or false believes, in brief, as being emancipator. This last hypothesis assumes furthermore that we define what childhood can be in its report to knowledge, and what specific alienation it is about emancipating it from. Childish condition refer to a staple dependency, which gives a relational dimension to the relationship to knowledge. We will wonder about: 1. Are values knowledges like others? 2. What is the value of emancipation, in terms of education? 3. How can values be specifically transmitted? 4. What difference can we make between educational standardisation and normativization? 5. What emancipation, finally, can be specifically supported by school? |
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| ISSN: | 2271-6092 |