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He lived during, Wallon was passionate about the problems of education. As a philosopher, as a doctor, as a politician fighting for more justice, and as a psychologist. One could question the involvement of his/her ideology, practice and scientific conceptions in the development of his teaching ideas: between these three sources of his thoughts, there was a constant dialectic game, but ultimately the scientific concern has always checked the suggestions for his social commitments. ; International audience ; He lived during, Wallon was passionate about the problems of education. As a philosopher, as a doctor, as a politician fighting for more justice, and as a psychologist. One could question the involvement of his/her ideology, practice and scientific conceptions in the development of his teaching ideas: between these three sources of his thoughts, there was a constant dialectic game, but ultimately the scientific concern has always checked the suggestions for his social commitments. ; Sa vie durant, Wallon s'est passionné pour les problèmes de l'éducation. En tant que philosophe, en tant que médecin, en tant qu'homme politique luttant pour plus de justice, et aussi en tant que psychologue. On pourrait s'interroger sur la participation respective de son idéologie, de sa pratique et de ses conceptions scientifiques dans l'élaboration de ses idées pédagogiques: entre ces trois sources de sa pensée s'exerçait constamment un jeu dialectique, mais en définitive la préoccupation scientifique a toujours contrôlé les suggestions de ses engagements sociaux.

Through a rapid sketch of the understanding of childhood from its earliest times, the A., both experimentalist and philosopher, shows that the consciousness of the concept of childhood implies, besides other factors, a factor which may be said a philosophic factor. The evidence of this fact is at the utmost with J.J. Rousseau, but as well with the regression of child psychology that followed troughout almost a whole century, more concerned with sociology.
The analysis of the meaning of child psychology, (so long as this science is not careless of superior activities of the psyche) shows that the foundations of an available philosophy - if they must always be scientific research - will be found nowadays rather in child psychology than, for instance, in sociology.
Childhood indeed is the true « age of values » : thereby childhood must be the first basis of a « genetic philosophy » which deals with human nature, anterior to special philosophies dealing with morals, politics, economics or education. By these ways, the A. draws two inquiry lines both for philosophy and for child psychology.