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Philippe Meirieu

Bio: Philippe Meirieu is an academic researcher. The author has an hindex of 13, co-authored 28 publications receiving 594 citations.

Papers
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Journal ArticleDOI
01 Jan 2016

1 citations

Book
01 Jan 2015
TL;DR: Pascal Lemaitre est illustrateur dans l'edition et dans la presse internationale as mentioned in this paper, illustrée dans le edition and dans the presse Internationale.
Abstract: Qu'est-ce que la pedagogie ? Comment fonctionne l'ecole ? Quelles differences entre enseignement et education ? Dans cet echange entre un adolescent et un specialiste de la pedagogie, on (re)decouvre la curiosite dont on peut temoigner a cet âge. La pertinence des questions amene l'intellectuel a se centrer sur l'essentiel de sa pensee et a la restituer avec clarte et concision. Il en resulte un entretien au ton original, accessible et souligne par le trait malicieux de Pascal Lemaitre, qui interessera aussi bien les ados que leurs parents. Philippe Meirieu est specialiste des sciences de l'education et de la pedagogie. Il est l'auteur de nombreux ouvrages dont, chez le meme editeur, L'education peut-elle etre encore au coeur d'un projet de societe ? (avec Pierre Frackowiak).Emile est collegien a Corbigny, dans la Nievre.Pascal Lemaitre est illustrateur dans l'edition et dans la presse internationale.

1 citations

Book
01 Jan 2012
TL;DR: In this article, Meirieu et al. describe the long chemin de vie de Philippe Meirhee avec des eclairages precis sur le sens of ses engagements, de ses convictions and des ses doutes, tout un parcours qui evoque l'articulation theorie pratique, l’exigence de faire, les conditions d’une reelle expertise, the modestie qui peut favoriser le respect de l'autre, the durete des debats par
Abstract: 286 pages de conversation sans complaisance avec Luc Cedelle, journaliste au Monde, qui a travaille au mensuel malheureusement disparu, « Le monde de l’education » de 1997 a 2006 et qui a publie en 2008, un livre tres interessant, « Un plaisir de college ». Les entretiens se sont deroules de l’ete 2010 a fin octobre 2011. Ils s’articulent autour d’une vingtaine d’entrees, avec des titres journalistiques qui donnent parfois envie de lire le livre dans le desordre. On part « des mains dans le cambouis », on parcourt sans temps mort, sans lassitude, le long chemin de vie de Philippe Meirieu avec des eclairages precis sur le sens de ses engagements, de ses convictions et des ses doutes, on arrive au « sens du projet », tout un parcours qui evoque l’articulation theorie pratique, l’exigence de faire pour savoir de quoi l’on parle, les conditions d’une reelle expertise, la modestie qui peut favoriser le respect de l’autre, la durete des debats parfois insignifiants au regard de l’importance des enjeux.

1 citations

BookDOI
02 Feb 2012
TL;DR: Meirieu s'explique ici. Interroge sans complaisance par Luc Cedelle, il repond sans fard. Au plus pres du plus juste.
Abstract: Qu’est-ce qui fait courir un pedagogue ? Comment un professeur devient-il un militant et un chercheur en pedagogie ? Qu’espere-t-il vraiment en participant a des commissions ou des reformes ? En quoi son combat pour l’acces aux savoirs est-il solidaire d’un projet plus large d’emancipation de tous et de refondation de la democratie ? Pourquoi decide-t-il de s’engager en politique ? Qu’est-ce qu’un « catho de gauche » vient faire chez les ecologistes ? Et, au total, qu’est-ce qu’etre aujourd’hui un pedagogue dans la Cite ? Considere par les uns comme une des figures de proue de l’education et de la formation, accuse par d’autres d’avoir sape les fondements de l'ecole, Philippe Meirieu s’explique ici. Interroge sans complaisance par Luc Cedelle, il repond sans fard. Sans esquiver les coups ni les problemes. Au plus pres du plus juste. Il s’adresse a tous ceux et a toutes celles qui se demandent : « Que voulons-nous transmettre a nos enfants ? » et « Quel futur preparons-nous ? »

1 citations


Cited by
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Journal ArticleDOI
TL;DR: In this article, the authors argue that teaching and teachers have recently become the centre of attention of policy makers and researchers, and that the question that is either not asked or is only answered implicitly is why teaching matters.
Abstract: Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement.

383 citations

Journal ArticleDOI
TL;DR: In this article, the authors describe a formal evaluation to a Controlled Regulation of Learning Processes (CRLP) framework for assessment in education, which is based on a wider conceptual field.
Abstract: (1998). From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 85-102.

237 citations

Journal Article
TL;DR: The essential attributes of games and simulations are described, the distinctions between these two concepts are presented, and the methodology employed to conduct a systematic review of this literature is described.
Abstract: Based on the hypothesis that inconclusive research results with regard to the impact of games and simulations are linked to the absence of clear concept definitions, research was undertaken to fill this methodological gap by identifying the essential attributes of games and simulations. This paper first introduces the context for our study. This is followed by a description of the analysis grid used to create a database of the literature, and the methodology employed to conduct our systematic review of this literature. The essential attributes of games and simulations are then described and the distinctions between these two concepts are presented.

171 citations

Journal ArticleDOI
TL;DR: The authors argue that teaching can be understood as a process of truth giving, and that the truth that is given, has to be understood in terms of what Kierkegaard calls "subjective truth" which is not relativistic truth but existential truth.
Abstract: This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school.

137 citations