Entre instruction et éducation: le débat sur le rôle de l'enseignement de la morale à l'école publique en France de la Révolution française à nos jours
The creation of a state school system responsible for educating the young generations in citizenship was one of the great projects of the French Revolution, following the recommendations of the philosophers of the Enlightenment. Almost immediately, priority was given to education over simple instruc...
| Published in: | Zeitschrift für Religionskunde |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | French |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[2016]
|
| In: |
Zeitschrift für Religionskunde
|
| Standardized Subjects / Keyword chains: | B
France
/ Public school
/ Education
/ Education
/ Ethics teaching
|
| Further subjects: | B
Education
B Ecole publique B France B Enseignement de la morale B Revolution |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | The creation of a state school system responsible for educating the young generations in citizenship was one of the great projects of the French Revolution, following the recommendations of the philosophers of the Enlightenment. Almost immediately, priority was given to education over simple instruction. The state as educator wanted, early on, to take charge of the moral education of its future citizens, to counterbalance a possible religious education that was now relegated to the family and the private sphere. This education was formalised under the Third epublic, despite vigorous debates in the republican camp. In the following centuries it was only modified in its practical details with the extension of Moral and Civic Education to all levels of secondary education. It is now time to return to this debate between “education” and instruction in French state schools and reconsider the pre-eminent place given to the state in implementing a moral education of school pupils in the frame of state schooling when contemporary society seems to have become extensively individualised, pluralised and secularised. |
|---|---|
| ISSN: | 2297-6469 |
| Contains: | Enthalten in: Zeitschrift für Religionskunde
|