Formal and non-formal education: what interfaces?
Research seminar
Faculté d'éducationdel'Université de Montpellier (Bâtiment A, room indicated at the building entrance) retransmitted by videoconference toENS de Lyon(salle D2 012 - Descartes - Métro Debourg)
Distance learning available.
Contacts:
Session 3
Seminar for students, teachers, mediators from scientific institutions and associations involved in education for sustainable development, and researchers in education and communication.
Tuesday, May 14, 2019, 2-5 p.m.
Jean-Marc LANGE, University Professor, LIRDEF, FDE, University of Montpellier
Education at .... linking formal and non-formal education versus the risk of indifferentiated 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 worlds of education to participate in the changes underway with a view to enabling audiences, in their cultural and geopolitical diversity, to take into account and meet the challenges that result. This is what UNESCO's "Education 2030" roadmap (2017) encourages us to do. In the French-speaking world, these educational changes take the form of "educations à", 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 transformation of society, as everything depends on the aims selected and the pedagogical models called upon.
If we retain the principle of a commitment based on the free expression of individual and collective choices, then we need to reflect on the conditions of possibility for an emancipatory project. Four curricular beacons seem necessary for this: to think of choice in terms of real rather than purely formal freedom; to think of the school as an "empowering environment"; to think of societal challenges in terms of issues at stake, in a critical perspective by means of their (re)problematization, but in a context of instability of knowledge, fuzzy problems and the difficulty of telling the truth; to politicize these issues and the knowledge linked to them by thinking of them not as objective data but in their relationship to power in non-formal problematization practices favoring openness to the spaces of others.