Extract
[...] In fact, the exploration of the issues related to anthropology and the philosophy of education reveals that there is today a certain complexity and diversity of perspectives that shape our understanding of the school and its role in society. Through the study of different philosophical works and experiences lived in the field of education, it appears clearly that the school plays a central role in the formation of individuals and in the transmission of social and cultural norms. However, this institution is not exempt from limits and challenges, particularly in terms of the reproduction of social inequalities, mental health issues and the constant challenge of responding to the individual needs of learners. [...]
[...] Additionally, it fostered the development of social skills such as collaboration, communication, and teamwork. This illustrates how institutional pedagogy can transform the dynamics of the school by placing students at the center of the learning process and promoting their autonomy and responsibility. However, this can have its limits, particularly from the point of view of mental health. In fact, Philippe Charlot examines mental health policies, looking at how they organize psychiatric services and how they reflect power relations in society. [...]
[...] In this context, during my professional experience in the field of education, I witnessed a situation that highlighted educational inequalities. Indeed, it was a class project in which students were tasked with giving an oral presentation on a given topic in collaboration with the Banque de France during Financial Education Week. As students embarked on this project, it became evident that not all had equal access to the necessary resources to carry it out successfully. Some students received increased support at home, including computers, presentation software, and specialized books. [...]
[...] - Gambou, A. (2022). The idea of education and adult training in Plato: its presuppositions, obstacles, and purposes. Phronesis, 86-97. - Goldstein, E. (2008). School resilience and mental health of young people in France and Israel (Doctoral dissertation, University of Toulouse, University Toulouse III-Paul Sabatier). - Jeanne, Y. (2008). Fernand Oury and institutional pedagogy. [...]
[...] Finally, institutional pedagogy also emphasizes the relational dimension of education. It values interactions between different actors in the school and promotes the construction of trusting and cooperative relationships. This approach recognizes the importance of the link between the affective, social, and cognitive dimensions of learning and seeks to create an environment where each individual feels recognized, supported, and respected. For example, the works of Fernand Oury allow to grasp the role of the school through the prism of institutional pedagogy (Jeanne, 2008)4. [...]
