Marc-André Éthier

Bio: Marc-André Éthier is an academic researcher from Université de Montréal. The author has contributed to research in topics: Mental health & Citizenship. The author has an hindex of 9, co-authored 39 publications receiving 173 citations.

Translating the Ideal of Deliberative Democracy into Democratic Education: Pure Utopia?

Abstract: Is the idea that the self-determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of political and educative ideas, in response we can ask ourselves if the gap between the ideal and the reality is effectively insuperable and must be considered an incontestable fact. The double objective of this article is to determine explicitly the meaning and extent of this gap in the context of democracy and of education and to demonstrate that this gap is neither static nor permanent, but is susceptible to being narrowed, from generation to generation.

Philosophy for children and mindfulness during COVID-19: Results from a randomized cluster trial and impact on mental health in elementary school students.

Abstract: BACKGROUND: Preliminary evidence suggests that the COVID-19 pandemic has had a negative impact on children's mental health. Given these problems can have significant impacts throughout the lifespan, preventing the negative repercussions of COVID-19 on children's mental health is essential. Philosophy for children (P4C) and mindfulness-based interventions (MBIs) show promise in this regard. OBJECTIVE: The goal of the present study was to compare the impact of online MBI and P4C interventions on mental health, within the context of the COVID-19 pandemic. We used a randomized cluster trial to assess and compare the impact of both interventions on elementary school students' (N = 37) anxiety and inattention symptoms as well as on their basic psychological need satisfaction (BPN). RESULTS: ANCOVAs revealed a significant effect of the P4C intervention on mental health difficulties, controlling for baseline levels. Participants in the P4C group showed lower scores on the measured symptoms at post-test than participants in the MBI group. Significant effects of the MBI on levels of BPN were also found. Participants in the MBI intervention reported greater BPN satisfaction at post-test than participants in the P4C intervention. CONCLUSION: Results from this study suggest that, in the current context of the COVID-19 pandemic, a P4C intervention centered around COVID-19 related themes may be helpful to reduce mental health difficulties, that a MBI may be useful to satisfy BPN, and that both interventions were easy to offer online to elementary school students. Future work including a larger sample size and follow-up measures is warranted. PUBLIC SIGNIFICANCE: Practice: Philosophy for children (P4C) and mindfulness-based interventions (MBIs) can be used to foster mental health in elementary school students, in the current COVID-19 context. Policy: As we do not anticipate that facilitators will be allowed in schools during the 2020-2021 school year and that children will, most likely, be attending school in the current COVID-19 context, policymakers who want to implement psychological support measures in elementary schools should consider an online modality, which has shown in this study to work well, be feasible, and yield positive results on youth mental health.

How Should Citizenship Be Integrated into High School History Programs? Public Controversies and the Quebec "History and Citizenship Education" Curriculum: An Analysis.

Abstract: From 30 July to 2 August, 2009, over 2,000 North American tourists had prepared to go to Quebec City to re-enact an episode of the Seven Years War: the battle of the Plains of Abraham in Quebec City, where two European colonial powers had clashed on 13 September, 1759. As is usual for this type of lay gathering, everything that has fascinated 20 century history scholars was excluded from the planned spectacle, such as issues of family, material culture, and the social structures of the people involved. Such an event illustrates the interest a number of people have, worldwide, in a particular approach to the past, based on what Barton and Levstik (2004) call the exhibition stance. According to Rosenzweig and Thelen (1998), Letourneau (2008), and Conrad, Letourneau and Northrup (2009), such activities are widespread, and might illustrate the centrality of the past for the re-enactors’ identities. This particular event especially encapsulates the popular appeal of this kind of relation to the past, inasmuch as the reenactors devote considerable time to learning their re-enactment roles and spend significant financial resources to buy the accessories they need.

Las investigaciones en didáctica sobre el desarrollo del pensamiento histórico en la enseñanza primaria. Una panorámica de la literatura publicada en francés e inglés desde el año 1990

Abstract: Con una sintesis de algunas investigaciones teoricas y empiricas, los autores pretenden identificar la competencia para el pensamiento historico, para localizar sus diversos componentes y establecer expectativas que los profesores pueden tener legitimamente en su desarrollo entre los estudiantes de primaria. Uno de los pilares del pensamiento historico es el desarrollo del pensamiento critico, en relacion a los documentos del pasado, las opiniones de los actores de la historia o discursos distintos que circulan en la sociedad. El analisis de los autores confirma que la adquisicion progresiva de los componentes esenciales del pensamiento historico es posible y se produce cuando la educacionl primaria, pero concluye en la necesidad de buscar nuevas investigaciones, para comprender mejor las diferentes etapas del desarrollo de esta habilidad.

An analysis of historical agency in Québec history textbooks

Abstract: In the 1980s, in Quebec history textbooks, authors presented history through linear, monocausal designs and attributed most social, political or economic changes favourable to democracy to unstable external causes or to stable external causes. They seldom attributed the evolution of democracy to ‘unstable internal causes’. These textbooks presented citizens as having almost no active role in socio-historical changes. This invited students to analyse past controversial social issues from a fatalistic perspective or through subjective moral criteria, while reinforcing the assumption that people from the past had bad ideas that good people have fortunately refuted since. Quebec history programmes were reformed, in the 2000s, for middle and high schools. This article presents the results of a content analysis of the new history textbooks used in Quebec, to see whether they still present such a deterministic and relativist perspective of social change. The preliminary results show that they do.

Using Multivariate Statistics

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The New Meaning Of Educational Change

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The Unschooled Mind: How Children Think and How Schools Should Teach:

Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced