Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How we Think

Enhancing Adult Motivation to Learn

Differing theoretical approaches to the study of emotions are presented: emotions as private (psychodynamic approaches); emotions as sociocultural phenomena (social constructionist approaches); and a third perspective (interactionist approaches) transcending these two. These approaches have important methodological implications in studying emotions in the field of education. Researchers of emotions in education need to make their theoretical assumptions about emotion explicit and acknowledge the complexity involved in the study of emotion.

Theory and methodology in researching emotions in education

The article grounds on the assumption that researchers, in order to be not mere technicians but competent practitioners of research, should be able to reflect in a deep way. That means they should ...

https://journals.sagepub.com/doi/pdf/10.1177/1609406915618045

Reflectivity in Research Practice: An Overview of Different Perspectives

Accompagnement socioconstructiviste: Pour s'approprier une réforme en éducation

Pour une pensée réflexive en éducation

Pour guider la métacognition

Following Matthew Lipman (Lipman, 1991; Lipman, Sharp, & Oscanyan, 1980), we introduced philosophical dialogue (PD) about mathematics in an elementary school to help pupils consider mathematical and meta-mathematical matters. This article describes the social and cognitive activity when pupils engage in PD and some pedagogical conditions necessary to foster the development of PD. Changes in pupils’ discussions from the begin- ning to the end of the test period showed that the dynamic evolved from monological exchanges to dialogical exchanges. Whereas early pupil responses could be characterized mainly as simple answers, later responses displayed more lower-order and even higher- order thinking skills. The data suggest that for PD about mathematics to develop, the teacher must be proficient in the role of mediator. A la suite de Matthew Lipman (Lipman, 1991; Lipman, Sharp et Oscanyan, 1980), les auteurs ont introduit le dialogue philosophique (DP) dans une ecole primaire afin d’aider les eleves a reflechir aux questions d’ordre mathematique et meta-mathematique. Cet article decrit l’activite sociale et cognitive a laquelle donne lieu le DP ainsi que certaines des conditions pedagogiques qui doivent etre reunies pour favoriser le developpement du DP. L’analyse des discussions des eleves du debut a la fin de la periode d’essai a revele une evolution de la dynamique, des echanges monologiques aux echanges dialogiques . Si en premier les eleves donnent de simples reponses, par la suite ils demontrent des capa- cites de raisonnement elementaires et meme de plus haut niveau. Ces donnees semblent indiquer que pour que le DP au sujet de la mathematique se developpe, l’enseignant doit devenir un mediateur efficace.

https://journals.sfu.ca/cje/index.php/cje-rce/article/download/2767/2069

Louise Lafortune

Papers

Accompagnement socioconstructiviste: Pour s'approprier une réforme en éducation

Pour une pensée réflexive en éducation

Pour guider la métacognition

Philosophical Reflection and Cooperative Practices in an Elementary School Mathematics Classroom.

Intervenir auprès d'élèves ayant des besoins particuliers: Quelle formation à l'enseignement ?