Suchergebnisse

We selected maximum responses are, in view of the results, the major determinants of these phenomena: the use of verbal abuse, the use of psychological violence and even physical violence.The results of this research highlight the implications to educational level, taking into account the representations of students and teachers. They shall also highlight a hotspot for the school to ensure the necessary discipline in community life while respecting the democratic principles that enshrine the rights and freedoms of everyone.The interpretation of what students and teachers who participated in this research allows to draft responses that take into account their expectations and meet both the requirements of a rigorous educational and democratic principles of law school.As to public policy in education, the Haitian state is very low, it was not the right people to their right place. So doing, the situation remains untouchable. To remedy this, the state must implement an education policy that aims to give education its true meaning and its true value is to say form be to become citizens of tomorrow and not violent. ; Nous avons retenu un maximum de réponses qui constituent, au vu des résultats, les déterminants majeurs du phénomène de violence scolaire en Haïti : l'usage de la violence verbale, morale et physique. Les résultats de cette recherche mettent en évidence les implications, au plan éducatif, de la prise en compte des représentations des élèves et des enseignants. Ils mettent par ailleurs en exergue un point névralgique pour l'école qui doit garantir la discipline nécessaire à la vie collective tout en respectant les principes démocratiques qui consacrent les droits et libertés de chacun.L'interprétation des propos des élèves et des enseignants ayant participé à cette recherche permet d'ébaucher des réponses qui tiennent compte de leurs attentes et répondent à la fois aux exigences de rigueur d'un établissement d'enseignement et aux principes démocratiques du droit. Quant à la politique publique en matière d'éducation, l'Etat haïtien est très faible, il n'a pas les personnes aux places qu'il faut. Le statu quo est gardé. Pour y remédier, l'Etat doit mettre en œuvre une politique éducative qui vise à redonner à l'éducation son vrai sens et sa vraie valeur c'est-à-dire former l'être pour devenir le citoyen non violent de l'avenir.

Saudi higher education has undergone major changes since the 2000s. They led in particular to the creation of a new public institution: the National Commission for Academic Assessment and Accreditation. This reform came after Saudi Arabian higher education was defined as a public problem, following the attacks of September 11, 2001.The public action developed by this institution was built from the appropriation of notions and tools borrowed from outside Saudi Arabia, including "learning outcomes". This international appeal has led to a strengthening of the proximity of Saudi higher education with the hegemonic world (United States and Europe). The analysis of the introduction of this reform in a university - Alpha Uni - shows the impact of this public policy on this organization : the tensions and opportunities that are created, the redistribution of power between certain actors, the reorganization of certain professional relationships . This analysis provides an insight into the intricacy of instrumental reform, the process of bureaucratization and the modalities of government. The Saudi Arabian higher education reform through evaluation and accreditation sheds light on the implementation of New Public Management (NPM) in a country where this doctrine has not been developed.In a government in which forms of political and moral control are being implemented, the diffusion of the NPM, by developing a formal control over the faculty through the proliferation of writings and procedures, has contributed to loosening political control. ; L'enseignement supérieur saoudien connaît des évolutions importantes depuis les années 2000. Elles ont notamment conduit à la création d'une nouvelle institution publique : la Commission nationale d'évaluation et d'accréditation de l'enseignement supérieur. Cette réforme est intervenue après que l'enseignement supérieur saoudien a été défini comme un problème public, à la suite des attentats du 11 septembre 2001. L'action publique élaborée par cette institution s'est construite à ...

Programme doctoral en Sociologie ; Saudi higher education has undergone major changes since the 2000s. They led in particular to the creation of a new public institution: the National Commission for Academic Assessment and Accreditation.This reform came after Saudi Arabian higher education was defined as a public problem, following the attacks of September 11, 2001. The public action developed by this institution was built from the appropriation of notions and tools borrowed from outside Saudi Arabia, including "learning outcomes". This international appeal has led to a strengthening of the proximity of Saudi higher education with the hegemonic world (United States and Europe). The analysis of the introduction of this reform in a university - Alpha Uni - shows the impact of this public policy on this organization : the tensions and opportunities that are created, the redistribution of power between certain actors, the reorganization of certain professional relationships . This analysis provides an insight into the intricacy of instrumental reform, the process of bureaucratization and the modalities of government. The Saudi Arabian higher education reform through evaluation and accreditation sheds light on the implementation of New Public Management (NPM) in a country where this doctrine has not been developed.In a government in which forms of political and moral control are being implemented, the diffusion of the NPM, by developing a formai contrai over the faculty through the proliferation of writings and procedures, has contributed to loosening political control. ; L'enseignement supérieur saoudien connaît des évolutions importantes depuis les années 2000. Elles ont notamment conduit à la création d'une nouvelle institution publique : la Commission nationale d'évaluation et d'accréditation de l'enseignement supérieur .Cette réforme est intervenue après que l'enseignement supérieur saoudien a été défini comme un problème public, à la suite des attentats du 11 septembre 2001. L'action publique élaborée par cette ...

Saudi higher education has undergone major changes since the 2000s. They led in particular to the creation of a new public institution: the National Commission for Academic Assessment and Accreditation. This reform came after Saudi Arabian higher education was defined as a public problem, following the attacks of September 11, 2001.The public action developed by this institution was built from the appropriation of notions and tools borrowed from outside Saudi Arabia, including "learning outcomes". This international appeal has led to a strengthening of the proximity of Saudi higher education with the hegemonic world (United States and Europe). The analysis of the introduction of this reform in a university - Alpha Uni - shows the impact of this public policy on this organization : the tensions and opportunities that are created, the redistribution of power between certain actors, the reorganization of certain professional relationships . This analysis provides an insight into the intricacy of instrumental reform, the process of bureaucratization and the modalities of government. The Saudi Arabian higher education reform through evaluation and accreditation sheds light on the implementation of New Public Management (NPM) in a country where this doctrine has not been developed.In a government in which forms of political and moral control are being implemented, the diffusion of the NPM, by developing a formal control over the faculty through the proliferation of writings and procedures, has contributed to loosening political control. ; L'enseignement supérieur saoudien connaît des évolutions importantes depuis les années 2000. Elles ont notamment conduit à la création d'une nouvelle institution publique : la Commission nationale d'évaluation et d'accréditation de l'enseignement supérieur. Cette réforme est intervenue après que l'enseignement supérieur saoudien a été défini comme un problème public, à la suite des attentats du 11 septembre 2001. L'action publique élaborée par cette institution s'est construite à ...

Ouvrage récompensé par l'Académie des sciences morales et politiques (prix Audiffred, 1906) ; Mode of access: Internet.

Taken from a work to which the Académie des sciences morales et politiques gave the Félix de Beaujour prize in 1904. ; Mode of access: Internet.

Reconnaître la liberté humaine contre tout ce qui peut aliéner l'homme constitue donc le critère fondamental des théories éducatives depuis la Renaissance. Cette reconnaissance de la liberté en soi et en autrui est justement ce qui fonde dans un premier temps l'axiologie éducative et les valeurs éthiques en matière d'éducation. L'histoire de l'éducation nous append à ce propos que l'une des grandes finalités de l'éducation et de la raison émancipatrice a toujours été le combat pour la non-discrimination. Nous verrons avec Erasme, ainsi qu'avec Kant et l'époque des Lumières, que le projet éducatif consiste dans la capacité à émanciper les êtres humains de l'ignorance afin de les rendre à proprement parler autonomes, libres et égaux. La philosophie interroge le sens de l'éducation: on éduque pour accorder l'homme au monde, pour construire une cité juste et perfectionner la nature humaine, et réaliser ainsi ce qu'Aristote nommait le «propre de l'homme». Cependant, nous verrons que la perspective classique de l'éducation centrée sur le paradigme des dons sera contestée d'abord par l'humanisme de la Renaissance, ensuite par l'idéal du progrès défendu par les Lumières. ; Reconhecer a liberdade humana contra tudo que pode alienar o homem constitui critério fundamental das teorias educativas desde a Renascença. Este reconhecimento da liberdade em si e no outro é justamente o que funda, em um primeiro momento, a axiologia educativa e os valores éticos que concernem à educação. A história da educação nos ensina a esse respeito que uma das grandes finalidades da educação e da razão emancipatória sempre foi o combate pela não discriminação. Nós veremos em Erasmo, assim como em Kant e na época do Iluminismo, que o projeto educativo consiste na capacidade de emancipar seres humanos da ignorância, afim de os tornar, propriamente falando, autônomos, livres e iguais. A filosofia questiona o sentido da educação: se educa para fazer o homem entrar em concordância com o mundo, para construir uma cidade justa e aperfeiçoar a natureza humana, realizando assim o que Aristóteles denominava o que é "próprio do homem". Contudo, veremos que a perspectiva clássica da educação centrada sobre o paradigma dos dons será contestada inicialmente pelo humanismo da Renascença e, em seguida, pelo ideal do progresso defendido pelos iluministas.

"La plupart des écrits reproduits dans ce recueil ont paru d'abord dans le Courrier du Canada."--Pref. ; La fédération impériale.--Questions religieuses.--Figures disparues.--Critique et bibliographie.--Questions de morale littéraire.--Çà et là.--La question des écoles du Manitoba. ; Mode of access: Internet.

Ouvrage auquel l'Académie des sciences morales et politiques a décerné un prix extraordinaire en 1840. ; Mode of access: Internet.

In September 1901, a coalition of Christian parties won the Dutch legislative elections under the leadership of the Anti-Revolutionary Party. Colonial issues were given a strategic dimension by the new government, which strongly advocated the "moral reform" of the Netherlands' colonial policy in the Far East. The "ethical colonial policy" (1901- c.1926), which was defended both by leaders of the conservative Christian parties and by members of the worker-led social-democratic movement, aimed at fulfilling the "moral obligation" of the metropolitan state towards the native population of the East Indies. By focussing on the "moral education" of the native Javanese, this article begins by summarizing the institutional and political developments that gave birth to this "ethical policy". It then examines a number of actions taken by the colonial state in Java concerning educational policy, medical and hygienic modernisation, prison reforms and political "decentralization". The article demonstrates how these public policies were seen as contributing to the "moral reform" of the native Javanese, by introducing them to a capitalist, bureaucratic and Christian "modernity" - a modernity ultimately deemed to be contradictory with political protest and Islamic mobilization. ; En 1901, une coalition de partis chrétiens remporte les élections législatives néerlandaises. La réforme de la politique coloniale figure en tête des priorités du nouveau gouvernement, dirigé par les hommes du parti antirévolutionnaire. Il est alors question de la mise en œuvre, aux Indes orientales, d'une " politique coloniale éthique " : la justification du fait de colonisation s'énonce, en rupture avec les discours économicistes des décennies précédentes, dans les termes d'une " responsabilité morale " de la métropole envers les populations indigènes. Cet article entend restituer l'histoire de la genèse de ce paradigme de la " politique coloniale éthique " et de la mise en œuvre, à Java, de nouvelles politiques publiques axées sur l'" éducation morale " des indigènes. Il s'agit ainsi de s'intéresser en premier lieu à l'émergence, en métropole, d'une arène de débat public sur les " affaires coloniales " associant des membres des partis chrétiens conservateurs et des militants du mouvement ouvrier et des mouvances social-démocrates. Il est ensuite question de dresser un bref inventaire des mesures prises à Java, entre 1901 et 1926, dans les domaines, à l'époque idéologiquement connexes, de la scolarisation des indigènes, de la modernisation médicale et sanitaire, de la réforme du système pénitentiaire, et de la " décentralisation " politique.

In September 1901, a coalition of Christian parties won the Dutch legislative elections under the leadership of the Anti-Revolutionary Party. Colonial issues were given a strategic dimension by the new government, which strongly advocated the "moral reform" of the Netherlands' colonial policy in the Far East. The "ethical colonial policy" (1901- c.1926), which was defended both by leaders of the conservative Christian parties and by members of the worker-led social-democratic movement, aimed at fulfilling the "moral obligation" of the metropolitan state towards the native population of the East Indies. By focussing on the "moral education" of the native Javanese, this article begins by summarizing the institutional and political developments that gave birth to this "ethical policy". It then examines a number of actions taken by the colonial state in Java concerning educational policy, medical and hygienic modernisation, prison reforms and political "decentralization". The article demonstrates how these public policies were seen as contributing to the "moral reform" of the native Javanese, by introducing them to a capitalist, bureaucratic and Christian "modernity" - a modernity ultimately deemed to be contradictory with political protest and Islamic mobilization. ; En 1901, une coalition de partis chrétiens remporte les élections législatives néerlandaises. La réforme de la politique coloniale figure en tête des priorités du nouveau gouvernement, dirigé par les hommes du parti antirévolutionnaire. Il est alors question de la mise en œuvre, aux Indes orientales, d'une " politique coloniale éthique " : la justification du fait de colonisation s'énonce, en rupture avec les discours économicistes des décennies précédentes, dans les termes d'une " responsabilité morale " de la métropole envers les populations indigènes. Cet article entend restituer l'histoire de la genèse de ce paradigme de la " politique coloniale éthique " et de la mise en œuvre, à Java, de nouvelles politiques publiques axées sur l'" éducation morale " des indigènes. Il s'agit ainsi de s'intéresser en premier lieu à l'émergence, en métropole, d'une arène de débat public sur les " affaires coloniales " associant des membres des partis chrétiens conservateurs et des militants du mouvement ouvrier et des mouvances social-démocrates. Il est ensuite question de dresser un bref inventaire des mesures prises à Java, entre 1901 et 1926, dans les domaines, à l'époque idéologiquement connexes, de la scolarisation des indigènes, de la modernisation médicale et sanitaire, de la réforme du système pénitentiaire, et de la " décentralisation " politique.

The opportunities for teachers to specialize and undertake advanced courses opens the debate on the importanceand training priorities of in-service teachers. Starting from a theoretical framework, this contribution aims tohighlight an analysis of the training practices of in-service teachers declared in the Tree Years training plan of100 lower secondary schools (randomly extracted for each geographical macro-area). The data collected refer toa qualitative-quantitative design for a broader research of national interest, which has as its purpose the definitionof a curriculum of moral education in lower secondary school. The analysis – carried out using the NVivo software– made it possible to identify the contents of the main forms of teacher training (e.g. digital skills, key andcitizenship skills, safety, evaluation, innovative teaching) in relation to their ethical importance, in line with thecreation of a democratic society. ; Le possibilità di partecipazione ai corsi di specializzazione e perfezionamento da parte dei singoli docenti apre il dibattito circa l'importanza e le priorità formative degli insegnanti in servizio. Il contributo ha come obiettivo quello di mettere in luce, a partire da un quadro teorico di riferimento, l'analisi delle pratiche di formazione degli insegnanti in servizio dichiarate nei PTOF di 100 scuole secondarie di primo grado (estratte casualmente per ogni macro-area geografica). I dati raccolti afferiscono al disegno quali-quantitativo di una più ampia ricerca di interesse nazionale, che ha come scopo la definizione di un curricolo di educazione morale nella scuola secondaria di primo grado. L'analisi - svolta con il software NVivo - ha permesso di individuare i contenuti delle principali forme di formazione dei docenti (es. competenze digitali, competenze chiave, sicurezza, valutazione, didattica innovativa) in relazione alla loro importanza deontologica, in linea con la formazione di una società democratica.

The pedagogy of Giovanni Modugno is the most political of the ones elaborated in Italy in the first half of 900 and it has always been coherent to the basic principles of democracy. However, Modugno was something more. Tireless apostle in education, in his emotional loyalty to youngs, he was one of those rare men whose life is, ina manner of speaking, exceeding compared to how much he entrusted of himself to the printed paper. In front of the " crisis of the contemporary soul " and of the urgent necessity to regenerate the man and re-establish the society, every educational method proposed by Modugno for integral education and in the educator. The " fundamental core" of the future teachers, can be considered an happy synthesis between moral and life, life and moral,between religion and life, life and religion.

Il tema del suicidio in Durkheim si colloca in un contesto ben più ampio di ricerca, che intende evidenziare il ruolo assunto dalla società nei comportamenti umani, entro uno specifico quadro storico , quello della Francia alle prese con la caduta del Secondo Impero, l'esperienza della Comune parigina, ma anche del grave turbamento generato nell'opinione pubblica dall'Affare Drayfus. Durkheim ritiene necessario un nuovo ordine sociale e quindi anche una nuova morale per la pressione delle cause interne alla società, a partire dall'indebolimento delle norme sociali. Così il suicidio diventa oggetto di un'indagine empirica affidata alla Sociologia, in quanto scienza autonoma che si occupa dei fatti sociali intesi come cose, esteriori e costrittivi. C'è necessità di norme perché gli individui, se sottratti a qualsiasi disciplina esterna, sarebbero in eterna lotta tra loro, essendo smisurati i loro desideri, che sono fonte di disgregazione dell'ordine, tanto da esigere la costrizione sociale. Il lavoro sul suicidio rimane il primo esempio di ricerca su basi statistiche nella storia della Sociologia, anche se le motivazioni addotte da Durkheim appaiono oggi insufficienti rispetto a quanto la Sociologia, integrata alle altre Scienze umane, ha determinato. Tuttavia egli resta un caposaldo della Sociologia per la sua capacità di trovare forti interdipendenze tra l'organizzazione del lavoro, l'educazione morale, i fatti sociali come fenomeni scientificamente studiati. Durkheim's suicide theme is set in a broader research context, which highlights the role of society in human behaviour. Historic context is specific: the collapse of the Second French Empire, the Paris Commune, the Dreyfus Affair, which upset public opinion deeply. Durkheim believes a new social order is needed as well as a new moral due to social pressure, which weakens social rules. Thus suicide becomes the object of sociological empirical research. Indeed, sociology is an independent science dealing with social facts, intended as things, exterior and constraining. If individuals are not governed by exterior rules, they will fight against themselves infinitely. Their unlimited desires may be disruptive: that is why social constraint is required. The work on suicide is the first example of a statistically based research in sociology history. Nowadays Durkheim's motives appear insufficient compared to everything sociology has achieved together with other human sciences. He nevertheless remains a cornerstone because he was able to find strong interdependence among job organization, moral education and social facts intended as scientific phenomena.