In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2019, p. 33-44
Religious studies are taught in a multireligious society. Based on research findings, this article problematises the handling of knowledge in relation to religions in the educational context. It first describes religious diversity at the “individual”, “institutional” and “discursive” levels and argues that the differentiating processes at the discursive level essentialise,...
|
In: Revues systématiques du C·R·E/A·TE, 2018, no. 1, p. 1-4
|
In: European Journal of Teacher Education, 2016, vol. 39, no. 3, p. 388-400
Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring –...
|
In: Universitas, 2012, p. 43-44
Difficile d’enseigner à des enfants dont on ignore tout. Mais que faut-il savoir d'eux pour mieux les motiver ? Entre curiosité et distance juste, le dilemme est parfois complexe. Réflexions au travers d’une fiction réaliste.
|
In: Actes de la recherche, 2017, no. 11, p. 7-11
|
In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2015, no. 1, p. 72-84
Does the school curriculum of French-speaking Switzerland (Plan d’études romand) provide sufficient guidance for teachers to know how to teach ethics and religious cultures in an ethically correct way? A philosophical analysis of the central concepts of the intentions of the discipline makes clear the obligation to teach scientifically established knowledge, not to intrude on pupils’...
|
In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2015, no. 1, p. 8-25
This article describes the current situation regarding non-denominational religious education in Swiss schools and relates it to the founding of the new journal, Revue de didactique des sciences des religions. The shift that has taken place in compulsory schooling from a denominational or interreligious teaching with opt-outs to a teaching designed for all pupils raises new challenges both for...
|
In: Résonances, 2013, no. 2, p. 9-11
Le dernier colloque de l’AIRDF – qui se tenait du 29 au 31 août derniers à la HEP-Vaud – a abordé la question de la place du numérique dans l’enseignement du français. A l’heure où près de 65% des jeunes ont un compte Facebook, où la plupart d’entre eux envoient ou lisent plus de 50 textos par jour et passent jusqu’à 60 heures par semaine derrière un écran, il semble...
|
In: Génération connectée : quels enjeux pour l'école ?, 2012, p. 11-20
|
In: Actes de la Recherche, 2014, no. 10, p. 147-156
|
