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52 | 2025
La non-directivité comme idéal éducatif

Non-directiveness as an educational ideal
Edited by Florence Bouillon, Amélia Legavre and Pauline Proboeuf
Couverture 52/2025
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ISBN 978-2-39061-645-0

This dossier looks at how adults think about and implement a principle of non-directiveness in education. While non-directiveness is characterised by a low level of direct intervention by adults in children's activities, and by a desire for children to express themselves in their own way, it covers a wide range of practices and axiological norms. The article that opens this issue looks at the various theoretical and normative affiliations of non-directiveness in education, as well as the criticisms levelled at this approach. The following four articles take us inside the “black box” of school and parenting systems (democratic schools, national education, family instruction, children's literature, etc.) that are based on the principle of non-directiveness. Who are the promoters of non-directive education, what are their backgrounds and how do they differ from other educators? How do they put this ideal into practice, with what tensions and effects? The dossier ends with an interview with sociologist Gérard Neyrand, in which he discusses the impact of “positive education” on children and parents, and its links with neo-liberal ideology.

Editor's notes

Coordination éditoriale (au sein d’Émulations) par Aurore Loretti, Isabelle Jabiot et Olivia Legrip-Randriambelo

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