Pleas for a school that promotes the common good
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Books. It is a dense exchange around the challenges of the school that, in Grow in humanity. Free speeches on school and education, the philosopher Abdennour Bidar and the pedagogue Philippe Meirieu offer this fall. The second, which is no longer presented, surpasses the first in seniority, but both have traveled through national education both as teachers and as experts commissioned by politicians.
Abdennour Bidar, a figure of liberal Islam, was a professor of philosophy for twenty years, attached, he says, to “Make each lesson an exercise in maintaining the inner fire” conditioning everyone’s path to freedom. In this, he is in phase with the affirmation by his interlocutor that teaching “is not, cannot be and should not be a science”. Project manager on secularism in 2012, Inspector General in 2016, he is also a member of the Council of Elders of Secularism established in early 2018 by Minister Jean-Michel Blanquer.
The two intellectuals share a vision of education focused on its purpose: in a disoriented society, the school must be the obstinate promoter of the common good and solidarity. It is often presented as such, but the reality, they lament, does not follow the official words. Surprise: if Philippe Meirieu calls for “taking the opposite view of drive capitalism”it is Abdennour Bidar who uses the strongest terms to challenge the “submission to the order of the world” of a school dedicated to making “cogs” of the “economic machine”. On the contrary, its guiding principles, according to him, should be “to weave” three types of relationships: to the other, to oneself, to nature.
Without opposing it but without espousing its spiritualist tone, Philippe Meirieu completes these proposals by advocating “to make entry into culture the very principle of the school” : entering into speech, into writings, into works.
But how ? When Abdennour Bidar calls for more “teaching groups” enjoying“true autonomy”the pedagogue – who has always advocated that we be “Jacobin on the ends but Girondin on the means” – approves but tempers, warning against the risk of “babelization” of the school system on affinity bases. If it does not lead to programmatic conclusions, their reflection, interspersed with erudite references, is a stimulating inventory of the problems of transmission against a background, now, of anxiety around the future of the planet.
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