Duration
25h Th
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
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?
Learning outcomes of the learning unit
- 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
Prerequisite knowledge and skills
none
Planned learning activities and teaching methods
Presentations, group discussions, documentary analysis (videos or written), sharing case studies from each individual's experiences.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
Idem.
Recommended or required readings
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.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire )
Additional information:
Please, wait for the english version.
Work placement(s)
Organisational remarks and main changes to the course
Classes will take place on Monday evenings (seven sessions) from 6pm to 9pm.
Contacts
Anne.Herla@uliege.be