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| AESS0140-1 | Professional ethics and training to neutrality and citizenship
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| Duration : | 25h Th |
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| Number of credits : |
| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Master degree in Economics, teaching focus, 2nd year | | 2 |
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| Master degree in Management, didactic approach, 2nd year | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Master in Anthropology, Teaching Focus, 2nd year | | 2 |
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| Master in Sociology, didactic approach, 2nd year | | 2 |
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| Master in Motor Skills : Physical Education, Research Focus, 2nd year | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Master in Ancient Languages and Literatures, Classics, Teaching Focus, 2nd year | | 2 |
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| Master in History of Art and Archeology : General, Teaching Focus, 2nd year | | 2 |
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| Master in Modern Languages and Literatures : General, Teaching Focus, 2nd year | | 2 |
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| Master in Philosophy, Teaching Focus, 2nd year | | 2 |
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| Master in Performing Arts, Teaching Focus, 2nd year | | 2 |
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| Master in Modern Languages and Literatures : German, Dutch and English, Teaching Focus, 2nd year | | 2 |
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| Master in History, Teaching Focus, 2nd year | | 2 |
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| Master in French and Romance Languages and Literatures, General orientation, Teaching Focus , 2nd year | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Master in Biochemistry and Molecular and Cell Biology, Teaching Focus, 2nd year | | 2 |
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| Master in Biology of organism and ecology, didactic approach, 2nd year | | 2 |
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| Master in Chemical Sciences, didactic approach, 2nd year | | 2 |
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| Master in Geographical Sciences, general orientation, didactic approach, 2nd year | | 2 |
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| Master in Mathematical Sciences, didactic approach, 2nd year | | 2 |
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| Master in Physical Sciences, didactic approach, 2nd year | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
|
| Agrégé de l'enseignement secondaire supérieur | | 2 |
|
| Agrégé de l'enseignement secondaire supérieur | | 2 |
|
| Agrégé de l'enseignement secondaire supérieur | | 2 |
|
| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Agrégé de l'enseignement secondaire supérieur | | 2 |
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| Lecturer : | Anne Herla |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| Teaching in the second semester |
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Course contents :
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| This course aims to encourage reflection on the aims of educational action, the implicit and explicit values which pedagogical mechanisms incorporate, and the challenges (ethical and political) which underlie our positions on the subject of education.
From this perspective, we will analyse contemporary discourse on authority, neutrality or citizenship, in order to enable each individual to gauge their position in an informed and analytical manner.
On a more individual level, it consists of asking questions about one's own relationship to knowledge and the positions one adopts as a teacher or as a learner.
The basic question which acts as a thread throughout the course is that of emancipation: under what conditions can learning and/or teaching activities be truly emancipating? |
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Learning outcomes of the course :
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- To be able to question the evidence in terms of education policy and discourse on education
- To be able to use theories and concepts to shed light on some ethical and political challenges of education
- To adopt a reflective and analytical approach to one's own practices
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Prerequisites and co-requisites/ Recommended optional programme components :
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| none |
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Planned learning activities and teaching methods :
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| Presentations, group discussions, documentary analysis (videos or written), sharing case studies from each individual's experiences. |
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Mode of delivery (face-to-face ; distance-learning) :
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| Lectures. |
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Recommended or required readings :
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| One lecture between :Philippe Meirieu, Le choix d'éduquer, Paris, ESF, 1991.
Philippe Meirieu, Frankenstein pédagogue, Paris ,ESF, 2011 (7ème éd.).
Blais, Gauchet, Ottavi, Conditions de l'éducation, Paris, Fayard, 2008
Charlotte Nordmann, La fabrique de l'impuissance. L'école, entre domination et émancipation, Paris, Amsterdam, 2007
Françoise Hatchuel, Savoir, apprendre, transmettre. Une approche psychanalytique du rapport au savoir, Paris, La Découverte, 2005.
Francis Imbert et le GRPI, L'inconscient dans la classe. Transferts et contre-transferts, Paris, ESF, 1996Jacques Rancière, Le Maître ignorant, cinq leçons sur l'émancipation intellectuelle, Paris, Fayard, 1987.Ivan Illich, Une société sans école, Paris, Seuil, "Points", 1971. |
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Assessment methods and criteria :
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| Please, wait for the english version. |
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Work placement(s) :
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Organizational remarks :
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| Classes will take place on Monday evenings (seven sessions) from 6pm to 9pm in the Salle Wilmotte (Place Cockerill). |
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Contacts :
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| Anne.Herla@ulg.ac.be |
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