Ce que l’école enseigne à tous
Bibliographic record
Abstract
Cherche-t-on partout à bâtir une école qui soit commune à tous les élèves, et avec quelles finalités ? À partir de cette interrogation, le numéro 73 de la Revue internationale d’éducation de Sèvres examine les contenus de l’enseignement obligatoire d’une dizaine de pays : sont-ils pensés comme communs à tous les élèves ? Existe-t-il un consensus social à ce sujet ? Ce qu’on appelle « commun » a-t-il le même sens, d’un pays à l’autre ? Quels contenus sont privilégiés ? Les auteurs analysent le contexte de leur pays (Algérie, Écosse/Angleterre, Espagne, France, Libéria, Québec, Roumanie, Vietnam), et montrent que ces questions revêtent partout une forte signification politique. Il existe bien, dans ces différentes sociétés, de nombreux motifs politiques de souhaiter une école commune, que ce soit en termes de citoyenneté, de création d’une culture commune ou de lutte contre les inégalités. Mais le consensus sur ces politiques et leurs finalités ne semble aller de soi dans aucun des pays étudiés : ni sur le degré de commun à définir, ni sur les contenus à privilégier. De plus, le développement des différentes formes du marché ou quasi marché de l’éducation rejoint des oppositions idéologiques pour compromettre la notion même d’école commune, qui demeure un objectif sous tension permanente, dans de nombreux systèmes éducatifs. Do all countries share the objective of providing common schooling to all pupils, and to what ends? Starting out from this question, Issue 73 of the Revue internationale d’éducation de Sèvres examines the content of mandatory schooling in a dozen countries. Is the content conceived as common to all pupils? Is there a social consensus on this subject? Does what is called “common” have the same meaning from one country to the next? Which content is prioritized? The authors analyze the context in their country (Algeria, France, Liberia, Quebec, Romania, Scotland/England, Spain, Vietnam), and show that in each country these issues possess strong political significance. In these different societies, there are certainly many political reasons to wish for common schooling, whether in terms of citizenship, the creation of a common culture, or the fight against inequalities. Yet the consensus on these policies and their aims does not seem self-evident in any of the countries studied, whether in terms of the extent of the common curriculum to be defined, or the content to be prioritized. Furthermore, the development of different forms of an education market or quasi-market has joined with ideological oppositions to compromise the very notion of common schooling, which as an objective remains permanently under pressure in many education systems. En los cuatro rincones del planeta, ¿se busca una escuela que sea común a todos los alumnos ? ¿Y si el caso, con qué fines? Basándose en esta interrogación, el número 73 de la Revue internationale d’éducation de Sèvres examina los contenidos de la enseñanza obligatoria de unos diez países: ¿se plantean como comunes a todos los alumnos? ¿Existe o no un consenso social al respecto? ¿Lo que llamamos «común» tiene el mismo sentido de un país al vecino? ¿Qué contenidos se suele privilegiar? Los autores analizan el contexto de su país respectivo (Argelia, Escocia/Inglaterra, España, Francia, Liberia, Quebec, Rumania, Vietnam) y muestran que, en todos estos países, estas cuestiones tienen una fuerte significación política. Existe, en estas diferentes sociedades, numerosos motivos políticos de desear una escuela común, tanto en términos de ciudadanía como de creación de una cultura común o de lucha contra las desigualdades. Sin embargo, el consenso sobre estas políticas y sus fines no parece ir de por sí en ninguno de los países estudiados, ni en lo que toca al grado común que conviene definir, ni sobre los contenidos que cabe privilegiar. Además, el desarrollo de diferentes formas de mercado o de casi mercado de la educación se junta con oposiciones ideológicas para comprometer la misma noción de escuela común, que sigue siendo un objetivo permanentemente bajo tensión en numerosos sistemas educativos.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.019 |
| Scholarly communication | 0.013 | 0.015 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.018 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".