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LES DÉBATS D’INSPIRATION PHILOSOPHIQUE : UNE PRATIQUE AMBIVALENTE POUR L’ENSEIGNEMENT MORAL ET CIVIQUE ?

Abstract : Based on the analysis of debates inspired by philosophy in CM1 and CM2 French classes, this article highlights several ambivalences that this practice appears to bring about re-garding Moral and Civic Education (MCE). Three forms of ambivalence are thus devel-oped. The first relates to the risk of the predominance of the form of the debate on its substance. The second is at the level of teaching positions during the debates and their hesitation between withdrawal and intervention. Finally, the third ambivalence relates to the forms of reflexivity developed by students during debates that favor personal ex-pression over collective critical reflexivity. These ambivalences question the conditions necessary for school debates in MCE that can be not only ruled and argued, but also "learning" debates.
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https://halshs.archives-ouvertes.fr/halshs-01793856
Contributor : Ariane Richard-Bossez Connect in order to contact the contributor
Submitted on : Thursday, May 17, 2018 - 9:40:39 AM
Last modification on : Thursday, July 14, 2022 - 4:07:10 AM

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  • HAL Id : halshs-01793856, version 1

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Ariane Richard-Bossez, Michel Floro, Alain Legardez. LES DÉBATS D’INSPIRATION PHILOSOPHIQUE : UNE PRATIQUE AMBIVALENTE POUR L’ENSEIGNEMENT MORAL ET CIVIQUE ?. Spirale - Revue de Recherches en Éducation , Association pour la Recherche en Education (ARED), 2018. ⟨halshs-01793856⟩

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