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Eduquer : des mots à la chose

Abstract : The concept of education seems to be truly all-embracing. It encompasses not only teaching methods resembling the most behaviourist form of mechanical drilling but also the random and intuitive influence that adults exert inadvertently over children. It refers back to the institutional system but also to the home; or even more simply to the most general form of social influence that human beings exert over each other through exchanges brought about by their very existence. Technically, it denotes systematic thought-out action that the adult world exerts over childhood, while alluding to actions that adults exert between themselves either intuitively or deliberately. Under the guise of education, actions concur with pure & simple manipulation in a more or less subtle manner, through prescribed behavioural patterns. The objective of this assignment is to agree upon a general definition of education through a perception of the idea based on the four principal elements it is composed of. Speaking about education means, first and foremost, understanding the scope of specific actions rather than just confining oneself to the field of knowledge. Then it refers back to different influences at play that are essentially interhuman; objects are manufactured, animals are trained, but people, young or old are educated. Moreover, this action supposes that if one were to follow the course of nature that one may not necessarily be satisfied with this same nature, education refers back to a representation of man as a being of culture. Finally, the framework of all education is based on a choice of values, human or inhuman, which means that its position can be guaranteed.
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Bernard Jolibert. Eduquer : des mots à la chose. Expressions, Institut universitaire de formation des maîtres (IUFM) Réunion, 2012, Journées régionales "société, santé, éducation". Approche interdisciplinaire des inégalités sociales de santé à La Réunion, pp.89-114. ⟨hal-02388569⟩



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