Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce
This study’s questions start from the observation of phenomena of rejection of scientific discourse in the name of religious discourse, or inverse phenomena, in education.The aim is to highlight the possible continuities or discontinuities between prescribed curriculum and students’ views in the cas...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2018-03-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/2281 |
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| _version_ | 1841548230619299840 |
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| author | Coralie Delhaye Eleni Kalesi |
| author_facet | Coralie Delhaye Eleni Kalesi |
| author_sort | Coralie Delhaye |
| collection | DOAJ |
| description | This study’s questions start from the observation of phenomena of rejection of scientific discourse in the name of religious discourse, or inverse phenomena, in education.The aim is to highlight the possible continuities or discontinuities between prescribed curriculum and students’ views in the case of a country where the school system is highly prescriptive and centralized. This study consists of a comparison between, on one hand, the positioning between science and religious beliefs officially prescribed in some programs, professor’s books and school textbooks, and on the other hand the positioning between science and religious beliefs really adopted by the students.The students position themselves strongly in favor of the autonomy between scientific knowledge and religious beliefs and, mildly, in disfavor of the fideist or classic concordist conceptions. This is only partially in line with the official curriculum. Indeed, although autonomy is part of the prescribed positioning and fideism of the proscribed positioning, complementarity does not seem to be part of the positions widely adopted and rationalist criticism is not rejected. Some explanations are put to the test and discussed in the text. |
| format | Article |
| id | doaj-art-7618d9f20c7b43579eb287dece052b05 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2018-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-7618d9f20c7b43579eb287dece052b052025-01-10T14:06:39ZfraNantes UniversitéRecherches en Éducation1954-30772018-03-013210.4000/ree.2281Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en GrèceCoralie DelhayeEleni KalesiThis study’s questions start from the observation of phenomena of rejection of scientific discourse in the name of religious discourse, or inverse phenomena, in education.The aim is to highlight the possible continuities or discontinuities between prescribed curriculum and students’ views in the case of a country where the school system is highly prescriptive and centralized. This study consists of a comparison between, on one hand, the positioning between science and religious beliefs officially prescribed in some programs, professor’s books and school textbooks, and on the other hand the positioning between science and religious beliefs really adopted by the students.The students position themselves strongly in favor of the autonomy between scientific knowledge and religious beliefs and, mildly, in disfavor of the fideist or classic concordist conceptions. This is only partially in line with the official curriculum. Indeed, although autonomy is part of the prescribed positioning and fideism of the proscribed positioning, complementarity does not seem to be part of the positions widely adopted and rationalist criticism is not rejected. Some explanations are put to the test and discussed in the text.https://journals.openedition.org/ree/2281curriculasocial representations (school/education/science/knowledge/etc.)religion and educationhistory and philosophy of sciencesGreece |
| spellingShingle | Coralie Delhaye Eleni Kalesi Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce Recherches en Éducation curricula social representations (school/education/science/knowledge/etc.) religion and education history and philosophy of sciences Greece |
| title | Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce |
| title_full | Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce |
| title_fullStr | Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce |
| title_full_unstemmed | Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce |
| title_short | Comparaison du curriculum scolaire prescrit et des représentations des élèves. Le cas des positionnements entre savoirs scientifique et croyances religieuses en Grèce |
| title_sort | comparaison du curriculum scolaire prescrit et des representations des eleves le cas des positionnements entre savoirs scientifique et croyances religieuses en grece |
| topic | curricula social representations (school/education/science/knowledge/etc.) religion and education history and philosophy of sciences Greece |
| url | https://journals.openedition.org/ree/2281 |
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