Vol. 26 No. 2 (2023): Anno XXVI, 2-2023
Dossier - L’analisi pedagogica e i suoi oggetti: questioni teoriche, metodologiche e prospettive di ricerca (a cura di Monica Ferrari)

Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France

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  • Céline Chauvigné,
  • Bruno Robbes,
  • Marie Vergnon
Céline Chauvigné
Professeure en Sciences de l’éducation – Nantes Université
Bruno Robbes
Professeur en Sciences de l’éducation – CY Cergy Paris Université
Marie Vergnon
Maîtresse de conférences en Sciences de l’éducation – Université de Caen Normandie
DOI: https://doi.org/10.36253/ssf-14981

Published 2023-12-31

Keywords

  • Pedagogy,
  • Research,
  • Educational sciences,
  • France

How to Cite

Chauvigné, C., Robbes, B., & Vergnon, M. (2023). Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France. Studi Sulla Formazione/Open Journal of Education, 26(2), 107–114. https://doi.org/10.36253/ssf-14981

Copyright (c) 2023 Céline Chauvigné, Bruno Robbes, Marie Vergnon

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.

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