Aims

At the end of the course, students will be able :
- to distance themself from their practices and from the situations they could face as future specialists in educational sciences
- to restore them in an evolutive context by evidencing the continuities and the discontinuities
- to define the factors that could account for these (dis)continuities

Main themes

- introduction to the evolution of education (in the widest sense of the term)
- input in the "thickness of time", in other words by keeping in mind at the same time: the various temporalities that could be isolated in the field of education, the perceptible continuities and discontinuities, the factors that could account for them, a reflection on the status of historical knowledge and on its modes of acquisition.

Content and teaching methods

Some necessary remind of general history, particularly in terms of ruptures (16th to 21st century). All the aspects of the educational process, from the informal education inside the family or by peers, up to the radical formalisation of all the sectors of educational activity at the end of 20th century, namely going past the tehcnics of youth supervisory and the modes of vocational non academic tra

Other information (prerequisite, evaluation (assessment methods), course materials recommended readings, ...)

The students should personally get involved in the analysis of a problematic situation of education or training.
In terms of competences and resources, an agreement could be considered with the History department in order to guarantee a medium term investment.
The pedagogy adapted to adults includes the link theory/practice, work in groups, formative evaluation, collective and individual taking over of the contents. Illustrations in the various fields of adults education and formation: lifelong education, special education, continuing education, educational field, etc