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Authors: CHRISTOPHE POINT.
DOI: 10.24193/subbphil.2021.1.08
Published Online: 2021-04-30
Published Print: 2021-04-30
pp. 163-177
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ABSTRACT.
Philosophy for Children: a Way to Reconcile Disciplinary Teaching and School Life? Drawing mainly on John Dewey''s writings, this contribution aims to extend the dualism of a traditional conception of education at the epistemological, pedagogical and organizational levels. This conception was already criticised by this author at the beginning of the 20th century and still remains widely present today among the school community. Through this approach, we demonstrate that the dualist approach is as many obstacles to be removed in the process both to improve and rebuild a better education. The hypothesis defended here consists to demonstrate how philosophy for children, strengthened by its pragmatist heritage, can challenge these dualisms and thereby jeopardize the traditional conception of education.
Keywords: John Dewey, philosophy of education, co-curriculum, school life, philosophy for children.
RÉSUMÉ.
S’appuyant principalement sur les écrits de John Dewey, cette contribution rend compte des dualismes présents au sein d’une conception traditionnelle de l’éducation aux niveaux épistémologique, pédagogique et organisationnel. Cette conception a déjà été critiquée par cet auteur au début du XXe siècle mais reste encore largement présente aujourd’hui au sein de la communauté scolaire. Par cette approche, nous démontrons que l’approche dualiste est un obstacle à lever dans le processus d’amélioration et de reconstruction d’une meilleure éducation. Pour ce faire, nous interrogeons ici la capacité de la philosophie pour enfants, forte de son héritage pragmatiste, à remettre en cause ces dualismes et mettre ainsi en péril la conception traditionnelle de l’éducation.
Mots-clés : John Dewey, philosophie de l’éducation, co-curriculum, vie scolaire, philosophie pour enfants.
