Les « Éducations à » et les sciences de la nature : entre dédisciplinarisation et redisciplinarisation

• Main Author: Denise Orange Ravachol
• Format: Article
• Language: fra
• Published: Presses universitaires de la Méditerranée 2014-09-01
• Series: Éducation et Socialisation
• Subjects: primary education; “education for”; school disciplines emptying; new school disciplines building; storytelling
• Online Access: http://journals.openedition.org/edso/903

In France, “educations for” has recently gained ground inside curricula, leading us to rethink the aims and operation of disciplinary lessons. We choose to focus on science disciplines (biology, geology and physics), by considering their approaches as a continuous construction of reasoned explanations (problematisation). We take as example the waste management problem in two case studies in primary education. This study shows how anthropisation and vagueness of "Educations for" problems lead to empty “school disciplines” and students thinking being restricted to common sense logic and behaviours, from the earliest levels of education and from an early age. More than a school redisciplinarisation, it appears more profitable to consider new school disciplinarisations.