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Article

French

ID: <

2268/207019

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Planned and psycho-pedagogical education

Abstract

It is now ten years ago that planned education from American birth attracted our attention (1). Since then, so many books and d 1 articles have appeared that I have long been reluctant to write on this subject. Inevitably, I would have to repeat what others and I have already said, and these repetitions would start as soon as the systems are presented, if not how can we really speak the same language? The almost weekly confirmation of misunderstanding, naïvity and intellectual dishonesty, which inflicted a dignified effort 11-1 t, finally decided to repeat me. The company 1is not risk-free; COMM1: 1 in writing J.A. Tucker "What now claims to be talking with some 4d 1 au-i.ori with 1 1 progrt teaching. He runs the risk of being caught between two traditionalists, he can give 1 1 impression for the 16s an overexcited enthusision if 1he goes too far to plead his cause; in the case of modernists, he may seem to be a heavy-minded traditionalist if 1. does not go far enough in this direction. And, moreover, a certain mysticism seems to have concealed the real aspect of planned instruction, thus concealing the potential that 1 represents, but also certain indisputable weaknesses. We therefore need to break this veil and talk about planned instruction as a new development of instruction methods, while recognising that, although r6le is expected to play an increasing importance in instructional technology, much progress still needs to be made 11 (2). My ambition is to define the planned teaching, try d 1 to see the advantages and weaknesses and provide some basic bibliographic data. Should it be added that a summary like this inevitably contains reckless shortcuts? Why so much interest 8 t? As early as 1960, Finlay Carpenter asti.me that ‘despite the lack of experimental data, the teaching machines seem to be the most important pedagogical discovery since the beginning of the century’ (1). Since then, the experiment has made a small end of the way (this formula should be taken at the foot of the letter) and similar 1’S· e declarations have been multiplied. I do not subscribe to it yet, but it seems to me increasingly that the planned education movement has — and above all will — the immense merit of raising awareness of our huge ignorance in many areas of education and of triggering research. As will be seen, I do not in any way deny all the intrinsic value of planned education, far from it; I simply believe that science cannot cope with!• extremism and dogmatism that are manifesting themselves for the moment. There is a good• other reason to look at planned education. Where the school is still trapped in an institutional and methodological square whose mistakes and mistakes are well known, it provides hope of individualisation, relaxation, objectivation of progress and evaluations, and even why there is no antidote to the shortcomings of some. m8.t1tres or to remedy the shortage of teachers. The cause of the renewal and research effort it causes, the planning of education is also a source of development for those who try to do so. The few experiences of master-university collaboration that we have been able to do show that it quickly leads to a situation of operational research which, in my view, offers the greatest hope for progress in teaching practice. From their programming tests, 1-s master can also derive a significant psychological benefit. ILA is valued against men 3 and m9 of technologically advanced professions, reducing their sense of alienation in the face of the civilisation in which they live. Teachers have long felt locked into a discipline where the steel pen, a more durable copy of the goose feather, disappears with: struggle with the ball pen. In a book that was too little known (· 1), Langeveld analysed a first cause of the uncomfortable position of teachers in the adult world: they live in the most productive hours of their lives with young people with whom they may not have an adult-adult dialogue; this impress1ability of exchange or spread causes psychological phenomena that are still very poorly studied 1. In my view, the feeling of 1 alienation to someone, j 1ai first alludes, is likely to overlap with the feeling of isolation mentioned by Langeveld. Finally, less noble motivations are also involved in promoting planned education. = commercial interests and the need to focus easily on itself the attention of an opinion, avid of science-fiction and dramatic (and often reckless) demolition — of a school that has matured, in some cases play a role.

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