EPS Seminar January 28, 2022
The EPS seminar on Friday, January 28, 2022 will be held from 2pm to 5pm, in room A109 and by videoconference. On the agenda:
1 - Speech by Fabien Groeninger
The body, pivot of integral education, object of research, study, teaching and political issue.
Abstract:Early research by Pierre Arnaud and Georges Vigarello highlighted the inequality of treatment between intellectual learning, perceived as fundamental, and bodily learning, considered secondary. In the end, it was an obedient, domesticated or normalized body that the French school modeled through the age-old form of the classroom, where children sit all day. There's a real historical taboo about the body in school, about knowing it and taking account of children's biological rhythms in learning.
The body, like the emotions, is an integral part of the definition of integral education, theorized as early as 1869 by the pedagogue and anarchist activist Paul Robin, and tested at the Cempuis orphanage from 1880 to 1894 with the support of Ferdinand Buisson.
While the notion of integral education was taken up by the theoreticians of the new education movement, in the inter-war period it was captured by Catholic circles. Since Vatican II, the concept has been constantly revived, even to the point of being referred to by Catholic teaching as its "anthropological pivot".
Integral education as conceived by Paul Robin - open, emancipatory and democratic - can be a lever for transforming public education. That's what our research is all about.
The concept raises a number of questions for the PES axis, notably the relationship between formal and non-formal education, the aims and challenges of public policies, and the construction of a social project based on emancipatory values.
2 - Speech by Sylvain Connac
Research methodology(ies) in the field of pedagogy
Phenomenological approach to cooperative group work
Many teachers choose to build their students' learning through group work. This consists in giving them the opportunity, after reflecting individually on how to solve a problem situation, to confront their opinions in order to generate socio-cognitive conflict. These controversies can give rise to cognitive conflicts, associated with a state of uncertainty as to the solidity of the knowledge available to overcome the obstacles they are encountering. We studied these processes with high school students involved in a cooperative class project, as part of the Lieu d'Éducation Associé (Léa) at the Lycée Jacques Feyder in Epinay-sur-Seine. To this end, we developed a phenomenological methodological approach. In other words, we investigated these situations through the opinions of students in these group work situations, collected via semi-directive interviews, partly enriched by simple self-confrontations. The findings of this research point to a number of key factors in the organization of teaching sessions involving group work: the choice of a relevant problem-situation, individual preparation time, group work for which the students have been trained, measured interventions by the teacher, specific postures on his or her part at the time of group restitution, a formalized relationship with knowledge, and the final presence of an individual time for immediate feedback application.
3 - Working on the collective publication
First proposals