Reformism (s), Progressivism (s), Conservatism (s) in education: what critical argumentations?
Reformism (s), Progressivism (s), Conservatism (s) in education: what critical argumentations?
Convenors : A. Robert (France), F. Mole (Geneva), J. Pintassilgo (Portugal)
Call for papers: ISCHE 40
Teachers all act according to what Sensevy called their practical epistemology (Sensevy, 2011).
They organize their teaching on the basis of ideas pertaining to what they conceive as knowledge.
These ideas constitute for them a kind of theory of knowledge which springs from practice, and controls it.
But, more largely, every teacher acts according to a more or less coherent overall conception of his work
and its meaning (a horizon of meaning). If the teacher’s task is constrained by legislation and regulatory
documents, every teacher adopts a more or less critical position towards them in the discharge of his
duties as well as in his political, union, or associative activism.
Concerning the 19th and 20th centuries education history by the world, the papers, based on empirical studies, must include analysis and reflections about at less one of the three notions and their variations (progressivism, reformism, conservatism). Send the abstracts the three convenors :
Deadline : 2018 January 31th.