Marie Gosselin Kerhom thesis defense
Marie Gosselin Kerhom will defend her thesis on December 17 at 9:00 am Quebec time, 3:00 pm France time, to obtain the title of Doctor in Education and Training Sciences from Université de Laval in Quebec City and Université Paul Valéry in Montpellier.
The thesis is entitledOpening up the teaching of philosophy to students in vocational high schools.
The defense will take place online(contact link).
The jury is composed of
Michel Sasseville, co-director, Professor of Philosophy, Université Laval à Québec
Richard Etienne, co-director, Professor Emeritus of Educational Sciences, Université Paul Valéry Montpellier 3
Mathieu Gagnon, Associate Professor of Education, PhD, Université de Sherbrooke Edwige Chirouter, Professeur des universités en sciences de l'éducation, Université de Nantes
Luc Begin, Professeur titulaire en philosophie, Université Laval à Québec
Jean-François Goubet, Professeur des universités en philosophie, Université de Lille
Summary of the thesis
Critical thinking is presented by specialists as indispensable to everyone in all circumstances of life, and particularly in the life of a citizen of a democracy. But critical thinking is not innate, and must be the subject of genuine education.
Philosophy seems to be the discipline best suited to this project. However, students in vocational high schools in France are deprived of it.
In this thesis, we examine the possibility and relevance of introducing philosophy teaching into the vocational curriculum, and attempt to test the hypothesis that this discipline would be beneficial to students in these sections, including on a vocational level.
To do this, we first present vocational training as it is taught and the students who attend vocational high schools. We reflect on what an education of the person would look like, and discuss the reasons for introducing philosophy into this curriculum. We then define critical thinking and consider its links with professional training and practice. We then present the current teaching of philosophy and study its possible transposition to vocational high schools. We then examine two methods that have emerged from the New Philosophical Practices: the Philosophical Research Community and the Discussion à Visées Démocratique et Philosophique, and how they relate to an education in thinking. We then present and analyze the numerous data collected in our classes during these discussion practices, and test our hypothesis. Finally, based on these results, we propose a number of avenues for further study.