Le sauvage, le sourd-muet et l’enfant ordinaire
I In the aftermath of the French Revolution, the model of an école normale emerged, alongside other pedagogical models for children whose needs the mainstream schools failed to address. Roch-Ambroise Cucurron Sicard, the first Director of the Institut national des Sourds-Muets [National Institute fo...
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| Format: | Article |
| Language: | English |
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Éditions de la Sorbonne
2021-09-01
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| Series: | Revue d’Histoire des Sciences Humaines |
| Subjects: | |
| Online Access: | http://journals.openedition.org/rhsh/5830 |
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| Summary: | I In the aftermath of the French Revolution, the model of an école normale emerged, alongside other pedagogical models for children whose needs the mainstream schools failed to address. Roch-Ambroise Cucurron Sicard, the first Director of the Institut national des Sourds-Muets [National Institute for the Deaf and Mute], and Jean-Marc Gaspard Itard, a doctor at this Institute, undertook to educate children: Massieu (the most famous among Sicard’s mentees), and Victor, respectively, each of whom became emblematic cases. Categories that would soon play a strategic role in the understanding of childhood and in educational policy began to crystallise at this time: the ordinary child, the wild child, the deaf-mute child, and the idiot child. This article examines how the experts’ uses of these categories lent epistemological and political weight to the definition of normality. |
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| ISSN: | 1963-1022 |