Pedagogy, Education, Teaching All books
Hubert Montagner
The Child : The Real Question of Education
This ambitious work aims to provide a comprehensive view of the mechanisms, processes, influences, factors, and past and present events that may keep children from constructing, structuring or mobilising their abilities in an academic environment, and from acquiring new abilities and successfully constructing the required learning skills. In the struggle against academic failure, the main tool is understanding the child better. In order to do this, it is essential to base educational practice on the most recent knowledge.
Stella Baruk
Si 7 = 0. Quelles mathématiques pour l'école ?
Stella Baruk is known for her uncompromising criticism of the way mathematics is taught at school. She sees children's frequent aversion to the subject as a clear demonstration of the failure of current methods. Following her earlier book, L'Age du Capitaine, in which she denounced the meaningless mathematical problems that children were burdened with and enjoined to solve, she now addresses the difficulties encountered by the new generation of the captain's children. She has reproduced pages from the exercise books of primary school pupils, with a commentary underlining the confusion created by modern maths in the minds of children who are not yet familiar with mathematics. Her message is clear: the fault lies not in modern maths, but in the fact that the cart has been put before the horse. Modern maths was created to generalise operations and structures that recur in every aspect of mathematics, and modern maths cannot be correctly understood without the full mastery of those operations and structures. Yet, the teaching of mathematics has been turned on its head, with the abstract being taught before the concrete and the general before the specific - with the result that empty formalism is all that is being passed on. Baruk's very precise analyses, illustrated with specific examples, will help parents understand their children's mistakes and difficulties, so that they can help them overcome them. Stella Baruk is a mathematics teacher and pedagogical researcher.
Georges Charpak
Children, Researchers and Citizens
Georges Charpak has taken the initiative for a complete reform of our methods of science teaching. He proposes a teaching method based on creativity and problem-solving, instead of the old theoretical, book-based approach. This book recounts the experiences of two teams of French educators in a research institution created by Leon Lederman in Chicago, and the lessons which we can take from their experiences. Pollens shows that to learn is to discover, and that it is in discovering that one learns. Georges Charpak is a Nobel laureate in physics, and the author of La vie à fil tendu and Feux follets et champignons nucléaires, both published by Editions Odile Jacob.
Hervé Glasel
Academic Success for All Cognitive Sciences and Children with Learning Difficulties
How can children with learning difficulties be helped? The neurosciences offer a number of concrete solutions for teachers and parents
Alain Bentolila
All about scholl
This is a brilliant, clearly argued demonstration of how the inability of the school system to evolve and develop a critical spirit may lead to the general failure of our entire society.
José Moraïs
The Art of Reading
José Moraïs analyzes the different methods with which we learn to read and presents the various therapeutic possibilities offered to those who do not master the art of reading .
Alain Bentolila
Go to the Blackboard, Mr President In Defence of the Schools of the French Republic
The outcome of the French Presidential elections will be determined not only on economic and social issues but above all on educational ones
Luc Ferry, Xavier Darcos, Claudie Haigneré
A letter to all those who like school To explain the current reforms
Our education system was and still is today one of the best in the world. However, it is now experiencing new problems, which have been consistently denied as a result of both political point scoring and a lack of courage. Dare we suggest that the true reasons for these indisputable difficulties actually come, for the most part, from the school itself ? What is the solution ? How can teachers be helped to do their best so that their pupils perform better ?" Luc Ferry
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