Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €.
Introduced into the French high school in the mid-1960s, economic and social sciences have since been the subject of ongoing criticism for ideological, academic and pedagogical reasons. Despite their fundamental differences, these criticisms converge to continually reduce the place of debate in scho...
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| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Français |
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2025
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| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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cairn-LP_421_0131LPLa Pensée https://shs.cairn.info/revue-la-pensee-2025-1-page-131?lang=fr https://doi.org/10.3917/lp.421.0131 Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. Galano, Jean-Michel2025 fre La Pensée | 421 | 1 | 2025-03-10 | p. 131-132 | 0031-4773 LP_4218 Introduced into the French high school in the mid-1960s, economic and social sciences have since been the subject of ongoing criticism for ideological, academic and pedagogical reasons. Despite their fundamental differences, these criticisms converge to continually reduce the place of debate in school in its many forms. this article offers some food for thought about the conditions under which debate can be a relevant educational tool.Introducidas en el liceo francés a mediados de los años sesenta, las ciencias económicas y sociales han sido desde entonces objeto de críticas constantes por razones ideológicas, académicas y pedagógicas. A pesar de sus diferencias de fondo, estas críticas convergen para reducir continuamente el lugar del debate en la escuela en sus múltiples formas. Este artículo sugiere algunas maneras de considerar las condiciones en las que el debate puede ser una herramienta pedagógica pertinente.Introduites dans le lycée français au milieu des années 1960, les sciences économiques et sociales (SES) ont fait depuis l’objet de critiques continues pour des motifs respectivement idéologiques, académiques et pédagogiques. En dépit de leurs différences de fond, ces critiques convergent à réduire continûment la place du débat à l’école dans ses multiples formes. Cet article propose quelques pistes pour voir à quelles conditions le débat peut constituer un dispositif pédagogique pertinent.Cairn free access |
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Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
Introduced into the French high school in the mid-1960s, economic and social sciences have since been the subject of ongoing criticism for ideological, academic and pedagogical reasons. Despite their fundamental differences, these criticisms converge to continually reduce the place of debate in school in its many forms. this article offers some food for thought about the conditions under which debate can be a relevant educational tool. |
| author |
Galano, Jean-Michel |
| spellingShingle |
Galano, Jean-Michel Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| author_facet |
Galano, Jean-Michel |
| author_sort |
Galano, Jean-Michel |
| title |
Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| title_short |
Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| title_full |
Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| title_fullStr |
Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| title_full_unstemmed |
Michael Heinrich, Comment lire Le Capital de Marx ?, Toulouse, édition Smolny, 256 p., 12 €. |
| title_sort |
michael heinrich, comment lire le capital de marx ?, toulouse, édition smolny, 256 p., 12 €. |
| publishDate |
2025 |
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| container_issue |
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| url |
https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-la-pensee-2025-1-page-131?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/lp.421.0131 |
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