Mathematics education seen both as a field of research and as a field of practice is a multicultural field. For a while, this essential characteristic of the field has been underestimated but this is no longer the case. Both theoretical frameworks and empirical research help us today better approach this phenomenon, understand its impact on the…

The kindergarten was, in all countries but Germany, a foreign import. The most familiar aspect of its diffusion to American scholars is the spread of Froebel's teachings into England and the United States by emigrants who had left the German Confederation after the failure of the revolutions of 1848-49. Familiar as well are the propaganda efforts…

In this essay, a tribute to Jacques Derrida's educational efforts at expanding access to current work in philosophy, John Willinsky examines his efforts as both a public right and an element of academic freedom that bear on the open access movement today. Willinsky covers Derrida's extension and outreach work with the Groupe de Recherches pour…

The French education system was created as a means to uphold the republican principles emanating from the Revolution. The first Article of the 1958 French Constitution says the Republic assures equality before the law of all citizens without distinction of origin or race. Theoretically at least, it is not only forbidden to discriminate, but to…

Written in French, the essay examines the evolution of the notion of culture as related to French educational history and the concept of humanism. Culture is defined as the individual acquisition and development of intellectual, psychological, and physical faculties. A brief comparison with German humanistic pedagogy is included. (KC)

Traces the reception of Dewey's work in France through a survey of French educational literature. Notes that although Dewey's educational and philosophical writings are actually indivisible, most French readers were exposed only to parts with relevance to education and teaching, specifically his concept of "learning by doing." (PGS)

Discusses the use of higher education for social defense, moral improvement, and working-class acculturation in 19th-century France. (RM)

The history of the scientific study of educational problems in France is discussed. The educational sciences derive their methods of research from almost all contemporary scientific disciplines. (RM)

Through an examination of the development of the discipline of sociology in France in the period 1880-1925, this article sheds light on some of the more general processes at work in the institutionalization of the social sciences and on the social and political consequences of that institutionalization. (RM)

College-level anthropology teaching in various countries, including Belgium, France, Germany, the Netherlands, Portugal, South Africa, the United Kingdom, and Yugoslavia, is compared. Terminology is examined and historical background is provided. Also discussed are educational crises, the organization of teaching, and teaching methods. (RM)

The debate over financing private education with public funds in France is chronicled, beginning with a review of the issues's history since 1848 and examining events leading to and following a demonstration on January 14, 1994. Legislative testimony of Victor Hugo, modern political cartoons, and data from a recent newspaper are included. (MSE)

Discusses the author's teaching experiences during the 1930s at "La Maison des Enfants," a Montessori school in Sevres, France. Provides photographs and descriptions of the school day, outdoor activities, gardening, cooking and eating, practical activities, and creative activities. (MDM)

In the second half of the eighteenth century, intellectuals, stimulated by the sensualist theories of Etienne-Bonnot de Condillac (1714?80) and John Locke (1632?1704), tried to understand how a sensorially disabled person, such as one suffering from deafness or blindness was able to reason and develop ideas, for the senses were thought to be the…

The institutional divisions between academic and technical education at the secondary level in France are analyzed. A brief account of the development of French technical education is also provided, and how pressures from certain social groups have affected both academic and technical education is discussed. (RM)

The relative calm among students in France in the 1970s is explained in terms of the institutionalization of politics within the university, increased diversity on campus, and the relatively increasing returns of higher education. Conflicts of the 1970s are characterized as corporalistic-particularistic-materialistic. (JMF)