1. History of educational sciences (Sonia)
1.1. Before XX ème Century
1.1.1. Laws and Dates
1.1.1.1. 28 march 1882 – LawFerry sur l’instruction obligatoire de 6 à 13 ans
1.1.1.2. 26 janvier 1892 -Creation of practical schools of commerce and industry (EPCI).
1.1.1.3. 31 may 1902 - Secondary education reform.
1.1.2. institutional organization
1.1.2.1. School system
1.1.3. Valeurs diffusées
1.1.3.1. Social Inequality
1.1.4. Books
1.1.4.1. Pierre Albertini, L’École en France du XIXe à nos jours, Paris, Hachette, 2014
1.2. Between Two Wars
1.2.1. Laws and Dates
1.2.1.1. july1919 - Law Astier : Technical Education
1.2.1.2. 1932 – The Ministry of Public Instruction is renamed the Ministry of National Education.
1.2.1.3. 11 April 1933 - Completion of the establishment of free secondary education.
1.2.1.4. 9 august 1936 -Extension of compulsory schooling to 14 years
1.2.2. Valeurs diffusées
1.2.2.1. L' école unique
1.2.3. Books
1.2.3.1. Pierre Albertini, L’École en France du XIXe à nos jours, Paris, Hachette, 2014
1.3. de 1945 to 1975
1.3.1. Laws and Dates
1.3.1.1. 6 January 1959 -Extension of compulsory education to age 16 (for generations born from 1953 onwards).
1.3.1.2. 6 January 1959 – Reform Berthoin
1.3.1.3. 26 February1962 - Creation of brevet de technicien supérieur (BTS)
1.3.1.4. 3 August 1963 – Creation des CES.
1.3.2. Valeurs diffusés
1.3.2.1. Democratization of secondary education
1.3.3. Books
1.3.3.1. André D. Robert, L’école en France de 1945 à nos jours, Grenoble, Presses universitaires de Grenoble, 2015
1.4. Since 1975
1.4.1. Laws and Dates
1.4.1.1. * 11 July 1975 - LAW Haby instituant le collège unique.
1.4.1.2. 1er July 1981 –Creation of priority education zones.
1.4.1.3. 27 november 1985 - Creation of the professional baccalaureate.
1.4.1.4. 10 july 1989 -Jospin Education Orientation Law
1.4.1.5. * 11 july 2006 – Establishment of the common core of knowledge and skills for compulsory education (replaced in 2013 by the “common core of knowledge, skills, and culture”)
1.4.2. BOOKS
1.4.2.1. Jean-Noël Luc, Jean-François Condette et Yves Verneuil, Histoire de l’enseignement en France, XIXe siècle-XXIe siècle, Paris, Armand Colin, 2020
2. Sociology of Education (Candice)
2.1. Objectives for learners
2.1.1. Understanding the sociological issues related to education systems and their role in society
2.1.2. Analyse social, cultural and economic inequalities in access to education and their impact on individual trajectories.
2.1.3. Identify the mechanisms of social reproduction through school and educational policies.
2.1.4. Criticising classical and contemporary sociological theories applied to education
2.1.5. Apply these concepts to real-life case studies.
2.2. Définition
2.2.1. Sociology is a social science that studies human behaviour, social relations, institutions (family, school, work, religion, etc.) and social structures (classes, genders, ethnicities). It seeks to understand how individuals act in society, how groups form, and how norms, values and inequalities shape our daily lives.
2.3. Méthodology
2.3.1. A scientific approach
2.3.1.1. (surveys, statistics, observations, interviews) to study social facts objectively
2.3.2. A critical eye
2.3.3. A multifaceted discipline that combines theories such as Marxism and functionalism
2.3.4. A tool for empowering oneself in one's own environment and taking action to transform society
2.4. Key concepts in sociology
2.4.1. Social Reproduction
2.4.1.1. The process by which schools contribute to perpetuating social inequalities by favouring children from the dominant classes.
2.4.2. Cultural Capital
2.4.2.1. The set of knowledge, skills and cultural dispositions passed on by the family and valued by the school.
2.4.3. Meritocracy
2.4.3.1. The idea that academic success depends solely on individual merit, often criticised as masking structural inequalities.
2.4.4. Context effect
2.4.4.1. Influence of social, geographical or educational environment on pupils' performance and trajectories.
2.4.5. Democratisation of education
2.4.5.1. Process of expanding access to education, often distinguished between quantitative democratisation (access) and qualitative democratisation (success).
2.4.6. Symbolic violence
2.4.6.1. Domination exercised by the educational institution over pupils, particularly through language and dominant cultural norms.
2.5. Essential authors
2.5.1. Émile Durkheim
2.5.1.1. While Bourdieu and Passeron analyse the mechanisms of social reproduction, Durkheim offers a more functionalist view, emphasising the integrative function of school.
2.5.1.2. Theory of socialisation, integrative role of school, secular morality.
2.5.2. Pierre Bourdieu
2.5.2.1. Theory of cultural capital, habitus, social reproduction.
2.5.3. Jean Claude Passeron
2.5.3.1. Collaboration with Bourdieu on the mechanisms of educational inequality.
2.5.4. Raymond Boudon
2.5.4.1. Individualistic approach to educational inequalities.
2.5.5. François Dubet
2.5.5.1. Analysis of educational experiences and inequalities.
2.5.6. Marie Duru-Bellat
2.5.6.1. Critique of mass education and its adverse effects.
2.6. Education actors
2.6.1. Teachers
2.6.1.1. Teachers are the core professional group in the education system. Their role is not limited to imparting knowledge: they also play a role in socialising, selecting and guiding pupils. Sociology highlights their diversity (in terms of status, working conditions and school populations) and their influence on the reproduction or reduction of social inequalities at school.
2.6.2. Families
2.6.2.1. The family is the primary agent of socialisation: it transmits norms, values, language and cultural capital, which determine academic success. The work of Bourdieu and Passeron has shown that educational inequalities often reflect social inequalities between families.
2.6.2.2. Family educational practices vary according to social background: privileged families develop strategies (academic support, choice of school) that maximise their children's chances of success, while disadvantaged families are often out of step with the school's expectations.
2.6.3. Educational institutions
2.6.3.1. The educational institution (ministry, establishments, administrations) structures educational pathways through curricula, qualifications and operating rules. It is both a place of social reproduction and a space for potential transformation.
2.6.3.2. Educational reforms (democratisation, decentralisation, inclusion) reflect political choices and power relations between stakeholders (State, local authorities, teachers, parents).
3. Psychology of education
3.1. Social psychology
3.1.1. Definition :
3.1.1.1. Studies the mental process involved in human behaviors related to social interactions
3.1.2. Objects of studies :
3.1.2.1. -Group dynamics
3.1.2.1.1. Kurt LEWIN
3.1.2.2. -Obedience
3.1.2.2.1. Stanley MILGRAM
3.1.2.3. Conformism
3.1.2.3.1. Salomon ASCH
3.1.2.4. Social representations
3.1.2.4.1. Serge MOSCOVICI
3.1.2.5. Social identity
3.1.2.5.1. Henri TAJFEL
3.1.3. Methods :
3.1.3.1. Laboratory or fiels experiments, investigations, observations
3.2. Cognitive psychology
3.2.1. Definition :
3.2.1.1. Study of mental states and psychic processes which provide man with internal representations, an analysis of external data, for the purposes of decision making and/or actions
3.2.2. The major currents :
3.2.2.1. Behavirism
3.2.2.1.1. Burrhus SKINNER/John WATSON
3.2.2.2. Constructivism
3.2.2.2.1. Jean PIAGET/Lev VIGOTSKY
3.2.2.3. Computationnal
3.2.2.3.1. Noam CHOMSKY/Herbert SIMON
3.2.2.4. Cognitivism
3.2.2.4.1. Pierre VIANIN
3.2.3. Methods :
3.2.3.1. Experiments, cognitive tests, brain imaging
4. Evaluation in education (Domi)
4.1. DEFINITION AND ISSUES
4.1.1. What does it mean to evaluate ?
4.1.1.1. Scriven (1967) : Distinction between formative and summative evaluation
4.1.1.2. De Ketele (1989) : Evaluation as a value judgement based on explicit criteria
4.1.2. Why evaluate ?
4.1.2.1. Perrenoud (1998) : Evaluation as a tool for learning regulation
4.1.3. Ethical and motivation issues
4.1.3.1. Hadji (1992) : Evaluation as an educational and ethical act
4.2. HISTORICAL PERSPECTIVE
4.2.1. Traditional evaluation
4.2.1.1. Durkheim (1922) : Exams as tools of social selection
4.2.2. 20th century reforms
4.2.2.1. Bloom (1968) : Originator of the formative assessment concept
4.2.3. Today
4.2.3.1. Scallon (2004) : Assessment of competencies
4.2.3.2. Allal (2007) : Self-assessmen and continuous regulation
4.3. PSYCHOLOGICAL DIMENSIONS
4.3.1. Motivation
4.3.1.1. Deci & Ryan (1985) : Self-determination theory
4.3.2. Fear of failure
4.3.2.1. Covington (1992) : Self-worth theory of achievement motivation
4.3.2.2. Bandura ( 1986) : Self-efficacy
4.3.3. Feed back and learning
4.3.3.1. Hattie & Timperley (2007) : The power of feedback
4.3.3.2. Black & William (1998) : Formative assessment and learning gains
4.4. PHILOSOPHICAL AND ETHICAL DIMENSIONS
4.4.1. What is a fair evaluation ?
4.4.1.1. Rawls (1971) : Justice as fairness
4.4.1.2. Meirieu (1991) : Evaluatio should help students grow, not exclude
4.4.2. Ethics of judgement
4.4.2.1. Hadji (2012) : The rules of the game
4.4.3. Educational purposes of evaluation
4.4.3.1. Dewey (1938) : Education as democratic experience
4.5. SOCIOLOGICAL DIMENSIONS
4.5.1. Evaluation and social reproduction
4.5.1.1. Bourdieu & Passeron (1970) : Reproduction in education
4.5.2. School and teacher effects
4.5.2.1. Coleman report (1966) : Influence of social background and school context
4.5.3. Grading biases and implicit expectations
4.5.3.1. Duru-Bellat (1994) : Teacher's judgments and stereotypes
4.5.4. Selection and social stratification
4.5.4.1. Dubet (1994) : School as a mechanism of social sorting
4.6. METHODS AND TOOLS
4.6.1. Formative versus summative
4.6.1.1. Scriven (1967)
4.6.1.2. Bloom (1968)
4.6.2. Criterion referenced versus norm referenced
4.6.2.1. De Landsheere (1979) : Classification of assessment types
4.6.3. Self and peer assessment
4.6.3.1. Allal (2007), Perrenoud (1998) : Shared and reflexive assessment
4.6.4. Assessment tools
4.6.4.1. Scallon (2004) : Tools for competency based evaluation
4.7. CURRENT CHALLENGES AND PERSPECTIVES
4.7.1. Inclusive and differentiated assessment
4.7.1.1. Tomlinson (2014) : Differentiated instruction and fairness
4.7.1.2. Meirieu (2007) : Inclusion and equity in evaluation
4.7.2. Competency-based evaluation
4.7.2.1. Le Boterf (2002) : Competence engineering
4.7.3. Digital and AI-based assessment
4.7.3.1. Redecker and Johannessen (2013) : Changing assessment, towards a new paradigm
4.7.4. Tension between measurement and support
4.7.4.1. Hadji (1992)
4.7.4.2. Perrenoud (1998)
5. Philosophy of education (Tamara)
5.1. What is education?
5.1.1. **Ontological Approach**
5.1.1.1. **Plato** Guiding the soul toward truth *La république, Livre VII. *
5.1.2. **Ethical Approach**
5.1.2.1. **Aristotle** Forming virtuous character. “La educación debe orientarse a la virtud, pues el fin de la ciudad es vivir bien.” (Política, VIII).
5.1.3. **Naturalistic Approach**
5.1.3.1. **Rousseau** Accompanying the child's development. *Émile ou de l’éducation (1762) *
5.1.4. **Moral-rational Approach**
5.1.4.1. **Kant** Making man autonomous. *Réflexions sur l’éducation (1803) *
5.1.5. **Sociological Approach**
5.1.5.1. **Durkheim** Socialize according to collective values. *Éducation et sociologie (1922) *
5.1.6. **Critical Approach**
5.1.6.1. **Freire** <3 Liberate and transform. *Pedagogía del oprimido (1970) *
5.1.7. **Structural Approach**
5.1.7.1. **Bourdieu** Reproduce (or question) the social order. *La Reproduction (1970) *
5.2. What is learning?
5.2.1. **Rational process**
5.2.1.1. **Plato** : Learning = remembering (anamnesis), the soul “recognizes” truths it already possesses.
5.2.2. **Moral process**
5.2.2.1. **Kant** Learning = developing autonomy of judgment. Learning is moral because it involves moving from obedience to autonomy.
5.2.3. **Social process**
5.2.3.1. **Silvia Cusicanqui** : “El saber no se acumula: circula.” *Knowledge does not accumulate: it circulates.* From the Andean worldview, learning is not about acquiring knowledge, but rather maintaining a balanced relationship between knowing, doing, and feeling.
5.2.4. **Political process**
5.2.4.1. **Gloria Anzaldúa** : Learning is a physical, emotional, and political process: knowledge that transcends languages, wounds, and resistance.