Formal and non-formal education: what are the interfaces?
Research seminar
Faculty of Education, University of Montpellier (Building A, room indicated at the entrance to the building) broadcast via videoconference tothe ENS Lyon(room D2 012 – Descartes – Debourg metro station)
Possibility to attend the seminar remotely.
Contacts:
Session 3
Seminar aimed at students, teachers, mediators from scientific institutions and associations involved in education for sustainable development, and researchers in education and communication.
Tuesday, May 14, 2019, 2:00 p.m. to 5:00 p.m.
Jean-Marc LANGE, University Professor, LIRDEF, FDE, University of Montpellier
Education in...: the opportunity to link formal and non-formal education versus the risk of blurring the distinction between knowledge and anomie
Summary
The entry of the contemporary world into the Anthropocene, as a global civilizational event and without waiting for its scientific recognition as such, requires the world of education to participate in the changes underway in order to enable audiences, in all their cultural and geopolitical diversity, to take into account and meet the challenges that result from it. This is notably what UNESCO's "Education 2030" roadmap (2017) encourages us to do. In the French-speaking world, these educational changes take the form of "educations for," a heterogeneous set of educational pathways that aim to engage young people and develop transferable skills (UNESCO, 2015) with a view to sustainability. However, these educations are not in themselves the source of a virtuous transformation of the school in the service of an equally virtuous societal transformation, because everything depends on the objectives chosen and the educational models used.
If we adopt the principle of commitment based on the free expression of individual and collective choices, then we need to consider the conditions that would make an emancipatory project possible. We believe that four curricular guidelines are necessary to achieve this: thinking about choice in terms of real freedom and not purely formal freedom; thinking about school as an "enabling environment"; thinking about societal challenges in terms of issues, from a critical perspective, by (re)problematizing them, but in a context of unstable knowledge, vague problems, and the difficulty of telling the truth; politicizing these issues and the knowledge associated with them by thinking of them not as objective data but in relation to power in non-formal problematization practices that promote openness to the spaces of others.