La théorie de marcuse et l'éducation critique

Authors

  • Michael Chervin Université de Montréal

Abstract

Résumé

L'éducation critique au Canada. Quelles sont les contributions de la théorie de Marcuse face à son développement? Quelles sont les limites de son évolution? En commençant par une esquisse de l'éducation critique, cette discussion vise à repondre à ces questions. Celles-ci importent surtout étant donné les difficultés de "ré-inventer" la théorie et les pratiques de Paulo Freire en Amérique du Nord. La perspicacité de Marcuse face à l'idéologie et au domaine psycho-sexuel dans ce contexte pourrait aider à comprendre ces difficultés et à les transcender. Néanmoins, sa théorie crée ses propres limites, notamment celles de son androcentrisme. Au lieu d'abolir l'opression faite aux femmes, un des buts principaux de l'éducation critique, elle risque, en fin de compte, de l'augmenter.

How can Marcuse's critical theory contribute to the development of critical education in Canada? In which ways might Marcuse's theory undermine it? Starting from what critical education is, and then what it is not, the discussion attempts to answer these questions. They are especially pressing, given the difficulties found in "re-inventing" the theory and practice of Paulo Freire within North America. Marcuse's approach to ideology and the construction of psycho-sexuality within this context may help to understand and transcend these difficulties. However, his critical theory is itself in need of criticism. Notably, instead of abolishing the oppression of women, one of the main aims of critical education, Marcuse's theory may indeed have the effect of adding to it.

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Published

1991-01-01

How to Cite

Chervin, M. (1991). La théorie de marcuse et l’éducation critique. Canadian Journal for the Study of Adult Education, 5, 43–72. Retrieved from https://cjsae.library.dal.ca/cjsae/article/view/2312

Issue

Vol. 5 (1991): Special issue: Critical Social Theory and Adult Education

Section

Articles

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