La forme scolaire d’education n’est pas propre a l’enfance. Elle se caracterise par la creation d’un espace-temps specifiquement consacre a l’apprentissage, separe des pratiques sociales auxquelles il est cense preparer. Sous cet angle, l’ecole primaire, les business schools ou les ecoles de parachutisme relevent du meme mode de transmission des savoirs et de socialisation : un mode qui distingue le moment de l’action « authentique » et celui de la formation, qui anticipe, codifie et planifie les apprentissages vises, qui impose des contraintes et des regles de fonctionnement basees sur l’asymetrie de l’instructeur (suppose savant et competent) et de l’instruit (suppose ignorant). On peut donc scolariser la formation des adultes.

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La forme scolaire de l'éducation de base : tensions internes et évolutions

Dans le monde actuel, nous sommes de plus en plus souvent face a un public multilingue. Dans le contexte scolaire, l'enseignement des langues doit s'adapter a cette evolution. A partir de la presentation d'un etablissement scolaire a sections internationales et d'une etude des situations de differents groupes d'apprenants (germanophones, francophones, bi- et multilingues) ainsi que des erreurs specifiques de chaque groupe, on peut constater des tendances dans la frequence des erreurs. Une analyse detaillee des erreurs orthographiques, morphologiques, semantiques et syntaxiques peut aider a ameliorer et approfondir la comprehension des processus d'apprentissage. On constate aussi bien des similitudes que des differences dans les types d'erreurs et leur frequence, selon l'âge et selon la place des langues chez les differents apprenants. Les resultats et les conclusions obtenus devraient conduire a un changement d'attitudes face aux erreurs. En placant ainsi l'apprenant au centre des discussions et des reflexions, les approches didactiques et pedagogiques devraient evoluer. Des exemples d'unites pedagogiques se basant sur une approche contrastive illustrent de maniere concrete les possibilites d'enseignement dans un contexte multilingue. En rendant l'enseignement plus motivant, en valorisant tous les eleves, en profitant de leurs competences, en favorisant la reflexion critique, interdisciplinaire et interculturelle, une telle approche est une reponse aux besoins actuels de la societe.

https://tel.archives-ouvertes.fr/tel-00067764/document

De la linguistique des fautes à une didactique multilingue

This article uses John Kingdon's “multiple streams” model of the policy process to explore the role of French public intellectuals in processes of cultural and educational policy formation. The relative autonomy attributed by Kingdon to the “primeval soup” of ideas constituted by the policy stream (as distinct from the “problems” and “politics” streams posited by his model) provides the basis for this exploration. However, Kingdon's model is not developed with any reference to France, public intellectuals or cultural policy. The corresponding adjustments required are themselves enlightening. Public intellectuals must thus be distinguished from policy experts. They are characterised by their public visibility, the broad frame of reference that they bring to bear on the issues of the moment, certain limitations in technical expertise, and a capacity not simply to work through policy alternatives, but also to project their own counter‐agendas. These issues are explored particularly in relation to a selection...

Notes from a French perspective

The notion of the public intellectual in France represents a form of extra‐governmental cultural politics in its own right. This article begins, however, by exploring three sets of reasons that can account for the aversion of French intellectuals under the Fifth Republic to involvement in State cultural policy processes. These are: the historical counter‐examples represented by intellectuals’ involvement in the policy apparatuses of the Vichy regime and the French Communist Party; the positive tradition of laicity, or of a realm of free inquiry politically set off from the political field; and the often detrimental effects on academic prestige of involvement in policy processes. It then traces the incentives and institutional channels through which some public intellectuals have nonetheless been brought into the processes of cultural and educational policy development over recent decades. It concludes by suggesting how intellectuals may be conceived not simply as architects or critics, but also as objects...

Public intellectuals and cultural policy in france

It is argued that for those who are not the successful beneficiaries of the system, schooling creates the conditions for lifelong suffering, in both psychological and social terms, without serious recourse to a vital and effective public sphere of debate, decision and action where their voices may be heard and taken into account. The authors develop this argument in terms of three foci: (1) the example of the reduction of professional work to assessable performances in the continuing professional development (CPD) of medical professionals; (2) the experience of self-harm at school; and 3) the role of the private sector in schooling. Their final argument is that the solution is not to reform the lifelong schooling of people but to emancipate through education. They argue that bringing about young people's engagement with adults in the work of education as a democratic activity requires the kind of openness and tolerance, and also the suspension of authority of those in charge, that is antithetical to the forms of organisation found throughout the private, public and military sectors. Their conclusion, therefore, is not optimistic.

https://journals.sagepub.com/doi/pdf/10.2304/power.2012.4.3.289

Stéphanie Le Bars

Papers

La machine-école