Nouveaux savoirs et Education nouvelle dans les lycées, France 1930-1939
- Autores: Antoine Savoye
- Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 45, Nº. 4-5, 2009 (Ejemplar dedicado a: New Education at the heart of knodledge transformations / coord. por Rita Hofstetter, Bernard Schneuwly), págs. 503-514
- Idioma: francés
- Enlaces
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Resumen
Secondary education, especially its central piece, the lyce, was in crisis in France in the interwar period. During this period, training programmes, pedagogical rules and educational aims were reformed several times. But the lack of coherence of these different attempts reinforced rather than resolved the crisis. A movement in favour of a deep reform of the lyces appeared among teachers who were strongly linked to New Education from which they borrowed numerous educational and pedagogical rules. They stated, discipline by discipline (from philosophy and history to natural sciences), the changes they wanted to introduce to profoundly reform secondary education. Four principles led the transformation they needed: active pedagogical methods, coordination between teachers and disciplines they taught, liberty for pedagogical experimentation, and social education for the pupils. All these principles were linked to New Education plans. The socialist government, known as the Front Populaire (1936), adopted some of these ideas for its school policy on secondary education. So it may be said that New Education indirectly influenced the transformation of school knowledge and its pedagogical transmission that the Front Populaire introduced in secondary education.
