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Projects on and thoughts
about citizen education must make room for tension and contradiction.
This is a characterization of the subject. A first part, based
upon a few results taken from an investigation of French teachers,
questions the teacher’s conceptions and the manner of
this education at the primary school level. The author situates
the analysis in regards to several important evolutions of school
and of the society and of corresponding debates. Citizen education
demands rigorous reflection on its theoretical and practical
references, on the citizen’s competence, on the conditions
of its existence. This article is driving at defining three
manners/ways of presence, indispensable and complementary manners/ways,
in order that citizen education reaches its level of ambition
and expectation. |
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