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Master Thesis

La place de la liberté à l’école : entre autorité et laisser-faire : le débat à visée philosophique

Abstract : The freedom is an essential democratic value and, in this way, a high stake of the republican school. Yet, which uses and ideas of freedom would be legitimate at school? Does the teacher have to give up educating, to give his own authority up, in order to preserve the child freedom? The research of free school movement, crossed with philosophical reflexion about freedom and grown-up authority allows to establish that the education of freedom as mean and purpose, has to be leaded by the authority granted by the adult, as moral and right influence. This work succeeds on an analysis of a practice by and for freedom: the debate with philosophical aim. The study of this activity relies on an experience in class of pre-school, and examines the development of individual and personal freedom in order to educate to the free and enlightened civil rights. The philosophical debate seems, also, to enable a better understanding of the sense of school and the role of the teacher. Compared to the pupils’ behaviour and knowledge, the debate ritualization and the approach chosen, the first hypothesis seems to be verified. Nevertheless, for a real appropriation of the activity by the pupils, it is necessary to have the right condition.
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Master Thesis
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Submitted on : Tuesday, January 19, 2016 - 9:41:33 AM
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  • HAL Id : dumas-01258428, version 1



Manon Séjourné. La place de la liberté à l’école : entre autorité et laisser-faire : le débat à visée philosophique. Education. 2015. ⟨dumas-01258428⟩



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