Quelle éthique éducative au regard des fragilités humaines ?
In the tradition of Hannah Arendt, education concerns each child, a living being « in the making ». As a propaedeutic interface, schools are committed to protecting, accompanying and educating each newcomer to the world. By « revealing themselves in speech and action », the subject-actor becomes lib...
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| פורמט: | Article ou chapitre numérique |
| שפה: | Français |
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2024
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| גישה מקוונת: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| סיכום: | In the tradition of Hannah Arendt, education concerns each child, a living being « in the making ». As a propaedeutic interface, schools are committed to protecting, accompanying and educating each newcomer to the world. By « revealing themselves in speech and action », the subject-actor becomes liberated, experiences freedom and acquires his or her identity. But for this human emancipation to take place, speaking out and taking action seem to be sine qua non conditions. What can we say, then, about those vulnerable people affected by disability, who lack the ability to act, to speak, to think and to use the right words ? What place, what identity, can they be given in the Arendtian universe ? Should they be excluded de facto from the initiation school, from the public arena ? At a time when schools and societies are becoming more inclusive, how can we educate for a non-totalitarian world, in recognition of all human frailties ? This is the challenge facing a redefined pedagogical ethic, in which identity idem et ipse is combined with ontological responsibility towards others. |
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