Pourquoi il faut rompre avec l’idéologie du bien-être en éducation
From the 2000s onwards, psychological research and pedagogical thinking took hold of the notion of well-being. School well-being now encompasses health prevention, building empathetic social relationships, combating all forms of violence, creating a peaceful school climate and much more. However, de...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2025-01-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/13108 |
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| Summary: | From the 2000s onwards, psychological research and pedagogical thinking took hold of the notion of well-being. School well-being now encompasses health prevention, building empathetic social relationships, combating all forms of violence, creating a peaceful school climate and much more. However, despite an almost general consensus, the question of well-being remains pedagogically problematic, no doubt due to the ambiguity of the term and the multiplicity of explicit or implicit reference theories. Because, in order to grow up, you have to make allowances: things and beings rarely bend to the whims and desires of the person who comes into the world; and entering this world is always and inevitably an apprenticeship in frustration. Because others often have other things to do than take care of me, I'll suffer from their absence. Because they're not obliged to satisfy all my desires, I won't always get what I want from them. Because they are not obliged to reciprocate, they will not systematically fulfill my desire to be loved... And because we can't forever oscillate between omnipotence and renunciation, because we need to avoid both crashing into reality and annihilating ourselves in discouragement, educating someone means teaching them to deal with the resistance of things and beings. This text proposes a reflection on a pedagogy of well-becoming, insofar as it aims at the emancipation of the child, and the reasons why it cannot fit into the paradigm of « personal development ». |
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| ISSN: | 1954-3077 |