Arnaud Dubois, Histoires de la pédagogie institutionnelle : les monographies

Guignard, Marc

doi:10.4000/pensereduc.399

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“…Other works in this row describe scholarly achievements of F. Uri and R. Fonvey, disciples of C. Freinet [6], and famous representatives of institutional pedagogy, founders and champions of the theory of school self-government, e.g. A. Dubois [20].…”

Section: Resultsmentioning

confidence: 99%

Comparative pedagogy: changing research perspective

Orekhova

2024

P Sci Edu

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Introduction. Given dramatic changes in social, cultural priorities and values taking place across the globe today, with all around changing strategic partners, it becomes apparent that comparative pedagogy desperately needs its methods to be updated. Post modern research paradigm resources are running out. We need new data, approaches, and methods to enhance the comparative analysis. The paper aims to propose rationale for new comparative pedagogy avenues via expanding its subject fields. Methodology. The methods employed show the author’s stand on updating scholarly knowledge in comparative pedagogy. Within the frame of conventional historical approach this research relies on the diachronic and synchronic analysis method, coupled with axiological and cultural approaches and complemented with the contextualization method. The anthropological approach is based on the biographical method. The discursive approach was used as a narrative in the form of commentary of authentic texts – their interpretation, the main source of knowledge in comparative pedagogy. Findings. Modern discourse of comparative research in education contains certain inconsistences which might be put down to an inadequate analysis of upsides and downsides of foreign education system, which eventually restricts our opportunities to rely on overseas experience. It is also true as concerns correlating values demonstrated by foreign practices with national mentality and traditions, use of appropriate conceptual semantics and comparisons. Some questions also arise about the limits of the author’s interpretation. The ways of handling these issues were sought during the review of modern works devoted to the problems of education in different social and cultural contexts. Most problems stem from the language, communication, cultural codes, symbolic forms conveying identity, knowledge and values in Latin America, Middle East, South-East Asia, Africa and some European countries. Conclusion. Comparative pedagogy equipped with updated methods is presented in the paper as one of the up-todate research avenues in interdisciplinary humanities. It helps integrate national education systems allowing for their ethnically and culturally specific differences. A comparative perspective enabled to look into foreign pedagogical experience as another worldview based on historic, cultural, spiritual potential of these countries and their significance. Comparative analysis opened door to a scholarly dialogue in the educational space to promote better understanding and international cooperation.

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Section: Resultsmentioning

confidence: 99%

Comparative pedagogy: changing research perspective

Orekhova

2024

P Sci Edu

View full text Add to dashboard Cite

show abstract

Arnaud Dubois, Histoires de la pédagogie institutionnelle : les monographies

Cited by 1 publication

References 0 publications

Comparative pedagogy: changing research perspective

Comparative pedagogy: changing research perspective

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