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    La Suisse et l’enseignement aux XIXe-XXe siècles. Le prototype d’une « fédération d’États enseignants »?

    Hofstetter, Rita
    Histoire de l'éducation, 2012, 134, 59-80
    2012
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    Titre: La Suisse et l’enseignement aux XIXe-XXe siècles. Le prototype d’une « fédération d’États enseignants »?
    Auteur: Hofstetter, Rita
    Date: 2012
    Fait partie de: Histoire de l'éducation, 2012, 134, 59-80

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    Rousseau, le Copernic de la pédagogie? Un héritage revendiqué et controversé au sein même de l’Institut Rousseau (1912-2012)

    Hofstetter, Rita
    Educació i Història: Revista d’Història de l’Educació, 2012, 19, 71-96
    2012
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    Titre: Rousseau, le Copernic de la pédagogie? Un héritage revendiqué et controversé au sein même de l’Institut Rousseau (1912-2012)
    Auteur: Hofstetter, Rita
    Date: 2012
    Sujet: Rousseau Institute - College of Education Sciences - Functional education - Claparède - Ferrière - Piaget - Jean-Jacques Rousseau
    Description: The doctor and psychologist Claparède founded a School of Educational Sciences in 1912 in Geneva, which he named after Jean-Jacques Rousseau. The concepts of «paedology, education, science(s) of education, child psychology, new pedagogy, functional education» were being drawn under the pen of those who designed the building needed for that, premier temple tout entier dédié à l’enfance (Letter from Claparède to Bovet, 23 November 1911). This «temple» dedicated to Rousseau, was to be located in the middle of the pedagogical and psychological landscape of the twentieth century. The relevant question is whether these terms are all equal and can coexist, interchangeably, under the sponsorship of Rousseau. Nothing is less certain if we take a look at the distortions of terminology and theoretical controversies of the early builders of the sciences of education. Our research in the archives and analyses of documents in the first decades of the twentieth century confirm this. In spite of that, beyond this observation and for the same reason as this confusion, it seems as if these opposed elements can continue cohabiting under the insignia of the restless philosopher. At the time of commemorating the 300th anniversary of Rousseau and the 250th anniversary of the publication of Émile and the Social Contract, the confusion and contradictions tenaciously persist, beyond terminology, and Rousseau is still questioned amid the school disputes. Claparède, followed by his first fellow travellers, has contributed deeply to maintaining this plebiscite claiming this finely argued affiliation, and, in spite of everything, paradoxically, according to several viewpoints. This is what we intend to demonstrate in this article, based on the voluminous archives that give accounts of the first decades of life and intellectual activity of the Rousseau Institute and terminological, epistemological and conceptual reflections of the protagonists: Claparède Ferrière and Piaget, which we wanted to reinterpret based on their references to Rousseau.
    Fait partie de: Educació i Història: Revista d’Història de l’Educació, 2012, 19, 71-96

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    Titre: «Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School?
    Auteur: Hofstetter, Rita
    Date: 2020
    Sujet: Protagonism in the 1960s - Piagetian endorsement - Geneva Freinet Group - Alternatives in public education - Controversial democratisation
    Description: The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Élise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).
    Fait partie de: Espacio, Tiempo y Educación, 2020, 7, 1, 89-115

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    L'école, scène sur laquelle s'apprend le pluralisme par devers le fait que s'y jouent tendanciellement toutes les guerres civiles

    Hofstetter, Rita
    Genève, Labor et Fides
    F. Amsler & S. Scholl, L'apprentissage du pluralisme religieux : le cas genevois au XIXe siècle, 77-96
    2013
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    Titre: L'école, scène sur laquelle s'apprend le pluralisme par devers le fait que s'y jouent tendanciellement toutes les guerres civiles
    Auteur: Hofstetter, Rita
    Editeur: Genève, Labor et Fides
    Date: 2013
    Collection: Histoire et Société 58
    Fait partie de: F. Amsler & S. Scholl, L'apprentissage du pluralisme religieux : le cas genevois au XIXe siècle, 77-96
    Identifiant: 978-2-8309-1529-7 (ISBN)

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    Titre: Building an “international code for public education”: Behind the scenes at the International Bureau of Education (1925–1946)
    Auteur: Hofstetter, Rita
    Date: 2015
    Description: The founders of the International Bureau of Education (IBE) in Geneva were convinced the best way to develop understanding between peoples was by disseminating knowledge: collecting pedagogical materials from around the world, making them accessible to all, and enriching them through collective studies and conferences where attendees could engage in reflection to ‘‘resolve global problems in education’’. This article goes behind the scene to study how the IBE ‘‘armed itself’’ to overcome rivalries, reach across borders, and promote international understanding. It focuses on its first two stages— as a private institution and an intergovernmental organization—before it became linked to UNESCO in 1946. It describes how the IBE positioned itself during the interwar period in relation to its first sponsors, continually adapting itself so it could safeguard the viability, durability, and legitimacy of its concept. Resolutely scientific, its mission was to make comparative education—joining the local and the global, the particular and the universal—the basis for circulating knowledge free from centrifugal and hegemonic forces, so it could develop a ‘‘charter of aspirations for global education’’.
    Fait partie de: Prospects, 2015, 45, 1, 31-48
    Note: anglais

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    Titre: Une pluridisciplinarité séculaire féconde: de l'Institut Rousseau, premier institut des sciences de l'éducation (1912) en Europe, à l'Institut InterFacultés (1948) de l'Université de Genève
    Auteur: Hofstetter, Rita
    Editeur: Genève, Slatkine
    Date: 2009
    Fait partie de: G. Aubert, Regards sur l'Université de Genève, 97-111
    Identifiant: 9782832103609 (ISBN)

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    Educational Sciences: Evolutions of a Pluridisciplinary Discipline at the Crossroads of other Disciplinary and Professional Fields (20th Century)

    Hofstetter, Rita
    British Journal of Educational Studies, 2012, 60, 4, 317-335
    2012
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    Titre: Educational Sciences: Evolutions of a Pluridisciplinary Discipline at the Crossroads of other Disciplinary and Professional Fields (20th Century)
    Auteur: Hofstetter, Rita
    Date: 2012
    Sujet: Pluridisciplinarity - Educational sciences - Process of disciplinarisation - Professional fields - Institut Rousseau
    Description: Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the ‘process of disciplinarisation' of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field.
    Fait partie de: British Journal of Educational Studies, 2012, 60, 4, 317-335

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    Titre: Genève: creuset des sciences de l'éducation : (fin du XIXe siècle - première moitié du XXe siècle)
    Auteur: Hofstetter, Rita
    Editeur: Genève, Droz
    Date: 2010
    Collation: 686 p.
    Collection: Travaux de sciences sociales 216
    Sujet: Sciences de l'éducation - Genève
    Description: A l'issue d’un XIXe siècle épris de science, une nuée d’«amis de l’enfance» s’unissent pour construire un nouveau champ de savoir dédié à l’éducation. Nombre d’Etats occidentaux le dotent des emblèmes classiques d’un champ disciplinaire : chaires, laboratoires, facultés, revues. Dans ce sillage, Genève – au cœur de cet ouvrage – se révèle un véritable creuset des sciences de l’éducation : pédagogues, philosophes, psychologues, médecins, biologistes, mais aussi syndicalistes, politiciens, mécènes, y édifient, en 1912, le «premier temple tout entier voué à la connaissance de l’enfant»: l’Institut Rousseau/Ecole des sciences de l’éducation. Sous l’égide des illustres Baudouin, Bovet, Claparède, Descoeudres, Dottrens, Ferrière, l’Institut se profile comme capitale de l’Education nouvelle. Après les «années folles de la pédagogie», il s’académise avec Piaget, qui y trouve les ressources pour renouveler la psychologie de l’enfant, reconfigurant ainsi l’«Ecole de Genève». Par-delà son destin particulier, Genève exemplifie une dynamique plus ample: ce livre permet ainsi d’analyser les tensions qui affectent nombre de sciences, aux prises avec des pressions sociales, professionnelles, politiques et économiques, dans un contexte où les frontières entre disciplines évoluent sans cesse, contribuant à donner naissance à de nouveaux champs de savoir.
    Identifiant: 978-2-600-01385-7 (ISBN)

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    Voici vingt ans, des enseignants fondent les équipes pédagogiques

    Hofstetter, Rita
    Journal de l'enseignement primaire, 1995, 55, 13-17
    1995
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    Titre: Voici vingt ans, des enseignants fondent les équipes pédagogiques
    Auteur: Hofstetter, Rita
    Date: 1995
    Fait partie de: Journal de l'enseignement primaire, 1995, 55, 13-17

    • Article
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    La Suisse et l’enseignement aux XIXe-XXe siècles. Le prototype d’une « fédération d’États enseignants »?

    Hofstetter, Rita
    Histoire de l'éducation, 2012, 134, 59-80
    2012
    Disponible
    Plus…
    Titre: La Suisse et l’enseignement aux XIXe-XXe siècles. Le prototype d’une « fédération d’États enseignants »?
    Auteur: Hofstetter, Rita
    Date: 2012
    Fait partie de: Histoire de l'éducation, 2012, 134, 59-80