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L'ARCHEO-PEDAGOGIE : Essai d'analyse structuraliste de la genèse du concept pédagogique

Georges LERBET
Revue française de pédagogie
No. 52 (JUILLET-AOUT-SEPTEMBRE 1980), pp. 4-18
Stable URL: http://www.jstor.org/stable/41161898
Page Count: 15
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
L'ARCHEO-PEDAGOGIE : Essai d'analyse structuraliste de la genèse du concept pédagogique
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Abstract

Analyse historico-critique de l'objet pédagogique. Différenciation de deux processus dans l'acte d'enseigner : le pédagogique (relationnel) et le didactique (informationnel) confondus jusque-là sous le vocable de pédagogie. Le Moyen Age semble être le point de départ de la pédagogie dont le concept s'est épuré peu à peu. Historical and critical analysis of the pedagogical object. Differentiation of two processes occurring in the teaching act : the pedagogical process (relational) and the didactic process (instructional) merged into the term of pedagogy, until now. The Middle Age seems to be the starting point of the pedagogy which concept has been refined gradually. Análisis histórico-crítico del objeto pedagógico. Diferenciación de dos procesos en el acto de enseñar : el pedagógico (relacional) y el didáctico (informativo) confundidos hasta ahora bajo el vocablo de pedagogía. La Edad media parece ser el punto de partida de la pedagogía cuyo concepto se está depurando poco a poco. Историко-критический анализ педагогического объекта. Дифференциация двух процессов в преподавательской деятельности: педагогического (в плане отношений) и дидактического(информационного) процессов, которые оба до сих пор называли одним и тем же термином - педагогикой. Кажется, что педагогика, понятие которой мало-помалу уяснил ось, возникла в течение средневековой эпохи.

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