PIRONE, Filippo

doi:10.1007/978-3-030-56009-6_3

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PIRONE, Filippo

Laboratoire Cultures, Éducation, Sociétés [LACES]

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The Meaning of Criticality in Education Research : Reflecting on Critical Pedagogy. 2020-11-27p. 47-70

Palgrave Macmillan Cham

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Traditionally inspired by Durkheim’s pedagogical theories according to which knowledge transmission and instillation aims at liberating young generations from non-universal influences (localisms, religions), the “Ecole de la République” has traditionally never taught criticality. However, French educational system has always negatively sanctioned “too school like” pupils, that is those not owning enough criticality towards what they learn at school. Influenced by OECD’s recommendations according to which critical thinking would be one of the most important twenty-first-century learning skills, although it is not clearly defined, French educational system lately promoted programmes more or less explicitly related to criticality. Through a sociohistorical point of view and a discussion of some outcomes of an ethnographic survey within one of these programmes taking place in some primary and in secondary French classes, this chapter aims at questioning its scope and what is at stake with these issues of criticality in contemporary French educational system.< Réduire

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Criticality

Dispositive

Educational programmes

French school

School form

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Criticality Within the “École de la République”: A Study of a French Educational Programme Based on Scientific Research

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