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Politiques et idéaux éducatifs de l'Ecole québécoise et française (1963-2004). Évolutions et enjeux des discours relatifs aux valeurs et aux finalités de l'éducation scolaire du rapport Parent au rapport Thélot.

Abstract : Changes affecting occidental societies’ scholar education since the Second World War can be interpreted as modernity disintegration, itself read by several authors as a postmodernity highest expression. In that respect, changes inevitably affect educational ideals, and particularly contemporary School values and aims. In front of the end of emancipation by knowledge discourse, perpetual change and general uncertainness which characterize our times, the contemporary philosophical thought has to understand which are, and can be, re-compositions of the educational ideals in our complex and uncertain world. However, if postmodernity can be considered as the result of a double process of educational values disintegration and secularization, it stays a differently received notion in Europe and North America. In a central position on Anglo-Saxon’s educational questions, and to a lesser extent in Quebec, it stays quite understated in France. Philosophical and historical thought about stakes and involvements of postmodernity regarding educational ideals have to consider this difference which is necessarily meaningful. Based on Quebec and French public reports published from the 1960’s to the middle of the 2000’s, this thesis does not develop a purely comparative reading of postmodernity, but draws attention to questions involved by postmodernity on historical, philosophical and politico-educational ways.
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Franck Giol. Politiques et idéaux éducatifs de l'Ecole québécoise et française (1963-2004). Évolutions et enjeux des discours relatifs aux valeurs et aux finalités de l'éducation scolaire du rapport Parent au rapport Thélot.. Education. Université Lumière Lyon 2, 2013. Français. ⟨tel-01145716⟩

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