Learning in Mutually Supportive Collectives: The Case of Adult Social Education in France at the End of the 19th Century (notice n° 228167)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01940cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112061755.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Laot, Françoise F. |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Learning in Mutually Supportive Collectives: The Case of Adult Social Education in France at the End of the 19th Century |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2005.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 84 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper proposes a historical rereading of some notions currently explored in the field of adult education research, namely informal learning and social competence. Some writings on adult education published at the end of the 19th century show how similar notions already existed, how they were referred to and promoted. The following examples are extracted from texts about « éducation sociale » (social education), written between 1895 and 1905, when the use of this expression literally exploded. It was promoted mainly by two opposing figures: Léon Bourgeois (founder of Solidarisme) and Marc Sangnier (leader of Le Sillon), as well as secular promoters of the Popular Universities.This paper will show how people, rather than enrol in specific courses taught by instructors, were encouraged to become directly involved in the activities of collectives (associations, cooperative movements, trade unions) so as to gain first-hand experience and hence a deeper understanding of what solidarity really is.Moreover, the project aims to study the development of adult education in connection with the emergence of the Social Question which arose in the middle of the 19th century, and the role which nascent sociology played in it. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social competence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | socio-history of adult education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | solidarity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | informal learning |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Savoirs | o 9 | 3 | 2005-09-01 | p. 85-104 | 1763-4229 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-savoirs-2005-3-page-85?lang=en">https://shs.cairn.info/journal-savoirs-2005-3-page-85?lang=en</a> |
Pas d'exemplaire disponible.
Réseaux sociaux