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The Revue internationale d’éducation de Sèvres, published by the Centre international d’études pédagogiques (CIEP), is a French-language journal which since 1994 has provided a comparative approach to the major education issues across the world. With more than a thousand authors published from 110 countries on all continents, the journal has over the years become an encyclopedia of education around the world, as well as a bridge between continents and cultures.

The journal publishes three issues a year on a variety of topical issues for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. The journal has an international scientific board and an editorial committee, which convene at regular intervals. Issues are organised around a central topic that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies and teaching practices.

The journal periodically organises international conferences to reflect upon ongoing developments and to try to identify the major global trends discernible in the field of education. These conferences, which bring together authors, readers, researchers, education policymakers and practitioners, are used to produce a special issue of the journal.


Latest issue
77 | 2018
Conflits de vérités à l’école

Conflicting truths at school
Conflictos de verdades en la escuela

The denial of attested and verifiable facts, the refusal to accept theories (in particular evolution), a subscription to extreme discourses or manifest counter-truths, the calling into question of proven scientific theories… This is what teachers today may encounter in their classes. And there are – justified – concerns about the extension of negationism, the propagation of fake news, and the ravages of conspiracy theories, particularly among young people.
In order to consider this “burning” issue level-headedly, this dossier examines ten very different contexts, in Belgium, Chili, France, Hungary, the Netherlands, Northern Ireland, Senegal, Singapore, Turkey and the United States.
In biology, history and philosophy classes and in moral and civic education, what do the teachers in these countries experience and do as they grapple with discourses and students’ remarks or attitudes that come into conflict with one another and with what they are supposed to teach?
What is striking, reading the articles, is the multiplicity of “conflicting truths” and the acuteness of these concerns.
The authors, hailing from different disciplines, highlight the contemporary epistemological, political and ethical problems raised by this question. They offer elucidations, analyse classroom situations and suggest teaching directions. Teaching students to exercise their power of reason cannot happen without attention being paid to the emotional dimension of the subjects being covered, to their history, and to the political and ethical conditions of critical thought.
This dossier could be alarming. It is not alarmist. It demonstrates how researchers are mobilizing and points to the ingenuity of teachers, the commitment of their trainers and the intelligence of students. It also underscores the extent to which education, critical thinking and the creative word should matter to everyone at this dangerous time.