Approche andragogique en France au 19e siècle

Authors

  • Jean-Marie Labelle Université Louis Pasteur, Strasbourg

DOI:

https://doi.org/10.56105/cjsae.v7i1.2241

Abstract

Résumé

Dans la mouvance de la Révolution, l'apparition et le développement de l'éducation des adultes sont liés à des logiques sociales auxquelles correspondent des logiques individuelles. Les institutions, telles que les cours d'adultes, répondent à des logiques d'extension, de socialisation et de rentabilisation de la formation. Par ailleurs, le succès de ce mouvement d'éducation tient au fait que les adultes vivent leur rapport avec le savoir selon des logiques de réparation, de perfectionnement et de promotion. Une étude de cas sur le rapport entre le travail et la formation dans les cours d'adultes illustre ces phénomènes. Quelques textes témoignent déjà d'une pensée spécifiquement andragogique. Il est possible d'y voir, avant la lettre, l'amorce d'une problématique de la réciprocité éducative selon laquelle l'éducateur se découvre lui-même éduqué par ceux auxquels il s'adresse.

The inspiration of the French Revolution saw the appearance and development of adult education. This is directly related to social dynamics which correspond to individual dynamics. The dynamics of extension, socialisation, and profitability are answered by institutions of the day such as adult education classes. This adult education movement is successful because of the adult relation to learning which is seen as a dynamic of repair, perfection and promotion. A case study of the connection between work and adult training illustrates these phenomena. There are already texts giving evidence of a specifically adult education thought process. Educative reciprocity, whereby the educator finds himself educated by his students, may have been mentioned.

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Published

1993-05-01

How to Cite

Labelle, J.-M. (1993). Approche andragogique en France au 19e siècle. Canadian Journal for the Study of Adult Education, 7(1), 81–92. https://doi.org/10.56105/cjsae.v7i1.2241

Issue

Vol. 7 No. 1 (1993)

Section

Perspectives

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