Дисертації з теми "À l'école"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "À l'école".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Semlali, M'Hammed. "L'école coranique marocaine." Paris 1, 1985. http://www.theses.fr/1985PA01A041.
Повний текст джерелаChatillon, Jean-Albert. "De l'école institutionnelle à l'école communicationnelle : le cas de la mise en place des cycles à l'école primaire." Paris 8, 1995. http://www.theses.fr/1995PA081048.
Повний текст джерелаThe new organization of primary schools brings into question the institutional process of schools, which has long been b ased on hierarchic organization and imposed regulation. The new politic for schools in france, la nouvelle politique de l'ecole, when its effects are observed in the field, results in an organization more open to joint actions on the part of the different actors and therefore in a more communicative context. Thanks to the ethnographic survey undertaken in five schools, school may be considered as life-world (lebenswelt), according to a. Schutz, and the emergence of new forms of organization has been noticed through ethnomethodological and interactionist approaches. The production of the social order and professional identities by the actors, inside schools, is studied from a micro-sociological point of view, through the accounts that the actors give of changes which come about in the course of their actions. The relevance and validity of the communicative action, as defined by j. Habermas and n. Luhmann, are thus re-examined in the light of this reorganization as observed in the field
Soussignan, Robert. "Approche éthologique des processus d'adaptation d'enfants de l'école maternelle à l'école élémentaire." Besançon, 1985. http://www.theses.fr/1985BESA3009.
Повний текст джерелаChalmel, Loïc. "La Petite école dans l'école : L'origine Pietiste-Morave de l'école maternelle française." Rouen, 1994. http://www.theses.fr/1995ROUEL228.
Повний текст джерелаThe point of this research is to bring to the fore meaningful common points between the evolution of the innovative spirit of protestant pietism and the pedagogical processes proposed by the precursors of the preschool education in the 18 th an 19 th centuries. The first part is an analysis of the historical evolution of pietism, enriched by the theological inheritance of the ancient Moravian brothers. A study a the local level (Ban de la Roche in Alsace) of the establishment and the progression of the pietist ideas in the service of an original educational system is proposed afterwards. It is followed by the analysis of the pedagogical ideas and of the development of pre-schools in France, Switzerland, Germany and England. This system of the "poêles à tricoter" established by minister Oberlin leads to the definition of the concept of the "petite école dans l'école", a transposition in the educational field of the theological model of the "ecclesiola in ecclesia". The french nursery school finds an original place at last influenced by the republican ideal and the pietist way of thinking. She is still the "petite école dans l'école", a privileged place for the educational woman. The fourth part proposes an analysis of the mechanisms which allow the integration of evangelical values within this new and non-religious institution
Dogbo, Bai Emile. "L'école secondaire ivoirienne en question : échec des élèves et-ou de l'école ?" Paris 8, 1990. http://www.theses.fr/1990PA080529.
Повний текст джерелаChénier, Anne-Claude. "L'école selon Réjean Ducharme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0017/MQ54985.pdf.
Повний текст джерелаRoux-Lafay, Corine. "De l'éthique à l'école." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00827729.
Повний текст джерелаFlitner-Merle, Elisabeth. "Adieu à l'école unique socialiste : transformations de l'école en Allemagne après la réunification." Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2011/5102/.
Повний текст джерелаBiloghe-Ekouaghe, Céline. "Les rapports des parents d'élèves à l'école : le cas de l'école primaire gabonaise." Paris 8, 2012. http://www.theses.fr/2012PA083544.
Повний текст джерелаThis work deals with the relationship to school Parents of primary school in Gabon. On the psycho orientation, the study is done through the representations that parents of school. It shows firstly that the representations and the resulting relationships have changed over time, from the colonial era to today, with the image that parents have the role of schools in Gabonese society. Second, it indicates that, far from always conflicting, these reports depend on the experiences of parents of the importance they attach to the School and what it means to them. We distinguish three groups of behavior that reveal practices and parent-teacher communication in connection with their representations of the school. The first group is parents who are building their relationship to school from their personal history with the school. The second group refers to parents for whom school is an autonomous institution and sufficient. The third group consists of parents for whom school is an autonomous institution but insufficient. However, for reasons related to living conditions and availability, few parents are fully involved in the academic success of children. In educational terms, this involvement is manifested by the means of families. This study also relies on a literature review of Gabon's School, on a field survey by interviews with parents and teachers, supported by references in social psychology and interpreted using the recent work on relationships of parents to school in sociology and educational sciences
Souprayen, Gérald. "De l'école des cadres de Rouffach à l'école militaire de Strasbourg (1945-1986)." Rennes 2, 2010. http://www.theses.fr/2010REN20018.
Повний текст джерелаQuenson, Emmanuel. "L'école d'apprentissage Renault (1919-1989)." Paris 10, 1999. http://www.theses.fr/1999PA100123.
Повний текст джерелаDurand, Paul. "L'introduction du tennis à l'école." Lyon 2, 1991. http://www.theses.fr/1992LYO20039.
Повний текст джерелаSince tennis became much publicized by the media, the fact is it has been introduced into the physical education curriculum in schools. Half way between an ideological vision of a cultural background spawned by the mass-media and a more restricted form which would turn tennis into a sheer cognitive construct, we suggest the concept of representation in which the economic, cultural and psychological conditions which individuals rely upon in order to exist, partly determine their perception of tennis. Physical education teachers seem reluctant to give up the rich sporting culture when carrying out the didactic transposition. And yet tennis has to assume the aspects and distinctive signs of school orthodoxy in order to be admitted and maintened at school. So strategies aiming at modifying representations have been considered so as to adapt teaching behaviours
Hourcade, Annie. "Les sophistes et l'école d'Abdère." Rennes 1, 1999. http://www.theses.fr/1999REN10118.
Повний текст джерелаCaillet, Valérie. "Le sentiment d'injustice à l'école." Bordeaux 2, 2001. http://www.theses.fr/2001BOR20873.
Повний текст джерелаMassiet-Ziélinsli, Violette. "L'enfant, le nombre, l'école maternelle." Lille 3, 2001. http://www.theses.fr/2001LIL30020.
Повний текст джерелаFejoz, Louise. "L'enfant chicano et l'école américaine." Toulouse 2, 1986. http://www.theses.fr/1986TOU20084.
Повний текст джерелаThe schooling of chicano children and of minority children in general presents a dilemma for the monolingual-monocultural american school system, long dominated by the ideal of assimilation to anglo-saxon protestant norms. The civil rights movement and the new ethnic awareness of the seventies brought demands from minority groups for equal opportunity and recognition of their cultural and linguistic differences. The bilingual education act of 1968 an unprecedented federal effort in the area of school policy sought to meet the needs of language minority children by providing funds for compensatory programs designed to overcome their difficulties. However, in view of the complex social, cultural and political contexts in which the programs were implanted, it seems obvious that it will require more than special programs to improve school performance for minority children. Ultimately, there remains the question of whether or not the americans are ready to accept the reality of cultural pluralism within their borders and therefore abandon strongly assimilationist school policies
Van, Zanten Agnès. "L'école et le milieu local." Paris 5, 1987. http://www.theses.fr/1987PA05H029.
Повний текст джерелаMirkovic, Kristina. "L'apprentissage du violon à la croisée de l'école rationaliste française et de l'école pragmatiste Suzuki." Rouen, 2016. http://www.theses.fr/2016ROUEL001.
Повний текст джерелаPanu, Salvatore. "Le mythe de l'école : l'expérience de l'École Populaire de Musique Ivan Illitch (Bologne 1985-2004)." Paris 8, 2004. http://www.theses.fr/2004PA082587.
Повний текст джерелаGimonnet, Bertrand. "Les notes à l'école ou le rapport à la notation des enseignants de l'école élémentaire." Paris 10, 2005. http://www.theses.fr/2005PA100103.
Повний текст джерелаThis thesis would like to highlight the factors which assist the understanding of the continuity of school marking in elementary schools. It attempts to outline the teachers' "marking relationships", i. E. All the behaviors and practices in pedagogical marking that they implement in elementary schools. The teachers' discourses indicate the conviction that stimulation, emulation and competition are intrinsic functions of school marking; however, many contradictions influence the act of assessing. This research postulates the existence of a causal link between school marking and school form. Born more than a century ago, the school form determines paradoxical educational situations: the requirements of a competitive society and conformity determined by the "tradition" of practices, in which teachers try to accommodate their discourses and their practices
Mirkovic, K. "L'APPRENTISSAGE DU VIOLON À LA CROISÉE DE L'ÉCOLE RATIONALISTE FRANÇAISE ET DE L'ÉCOLE PRAGMATISTE SUZUKI." Doctoral thesis, Università degli Studi di Milano, 2016. http://hdl.handle.net/2434/370560.
Повний текст джерелаYeniler, Ulrika. "L'assistant Comenius: une ressource à l'école?" Thesis, Halmstad University, School of Humanities (HUM), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5234.
Повний текст джерелаDans le cadre du projet de l’UE sur la formation tout au long de la vie, les écoles peuvent demander des subventions pour différents projets pédagogiques. Il y a beaucoup d’argent disponible. La fait d’accueillir un assistant Comenius á son école pour une période limitée est un projet possible. En Suède, 42 écoles ont reçu une subvention pour accueillir un assistant Comenius en automne 2009.
Dans cette étude, nous cherchons à savoir si l’assistant Comenius peut aider les élèves à atteindre les objectifs de école. Pour des raisons d’ordre pratique nous nous sommes limitée à la compréhension orale en langues vivantes. Porcher (1995, p. 46) note que la compréhension orale constitue une condition nécessaire à l’autonomie d l’élève et qu’elle doit être un souci dominant des enseignants et des programmes scolaires, Notre étude repose sur une enquête réalisée auprès des enseignants et des élèves dans des écoles qui ont accueilli un assistant.
Toutes les phrases en italique sont notre traduction. Les commentaires des informateurs qui sont cités dans ce travail sont également notre traduction.
Lanfrey, André. "Les catholiques et l'école, 1902-1914." Lyon 2, 1987. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1987/lanfrey_a.
Повний текст джерелаThrough this thesis we aim at placing the school problem among the religious questions of the period. Between strict catholicism and liberal catholicism a third way is searched : that of the sillon, of the A. C. J. F. And also that of catholic school. The suppression of primary congreganist teaching in 1902-1904 gives rise to school associations with well-marked tendencies. The lyonese movement of M. Bornet is democratic. The league of the liberty of teaching is liberal. The society for education is particularly uncompromissing. The french episcopate first tries not to enter the school debate. They adopt a definitive position only after the separation in two collective letters in 1908 and 1909 which condemn neutral school. The episcopate action against undenominational school is supported by the associations of pater familias. They can be classified in three rival branches. The associations which are supported by the society for education are strict and clerical those of St Rambert en Bugey are managed by laymen ; those of Gurnaud try to come to an understanding with school without god. The schoolmasters and school mistresses have joined in syndicates which reflect three tendencies too: the ones are only pious associations, the others are catholic syndicates. A third category is liberal. Finally between 1910 and 1914, the clergy urged by Rome and supported by strict milieux succeed in controlling all the organizations that are concerned with school. It is the triumph of a strict and clerical conception of private education and the refusal of a neutral school. The democratic and liberal tendencies are subdues, anyway without being eradicated. The catholic school then assumes a rather monolithic aspect. The official position of the catholic church about undenominational school is fixed for a long time
Wang, Hao-Yu. "La théorie politique de l'école élitiste." Paris 2, 1986. http://www.theses.fr/1986PA020008.
Повний текст джерелаNormand, Romuald. "L'école normale : disciplines, pédagogies et politique." Paris, EHESS, 2001. http://www.theses.fr/2001EHES0062.
Повний текст джерелаMiot, Thierry. "L'École du sens chez Lewis Carroll." Tours, 2005. http://www.theses.fr/2005TOUR2014.
Повний текст джерелаWhen Alice herself uses or hears the word “nonsense,” it means something like “meaninglessness” (“sottises” in Henri Parisot's French translation), an expression often uttered in a reproachful tone and thus with negative connotations. However, “nonsense” need not be understood this way, for Lewis Carroll's original rhetorical technique of “nonsense” emerges from “non-sense” – a problematic feature inscribed within language and within the logic of meaning, itself. Lewis Carroll's “nonsense” speaks, then, of “non-sense. ” However, this is not to reduce the notion to mere obstacles to effective verbal communication, to the absence of meaning: a meaning that is paradoxical is in no way deprived of meaning, nor is such a meaning necessarily blemished with negative connotations (as the prefix “non” might lead one to believe), for nonsense can be understood as the creation of several meanings. Indeed, Lewis Carroll excels in showing how non-sense is inherent in the very logic of meaning, in its very “depth,” and perhaps more precisely in its deceptive “surfaces. ” Alice, in a dream-like state, yet still alert, is initiated into the paradoxes of the “logic of meaning”: she is urged to take stock of and cross surfaces (the surface of the card table, the mirror, the chessboard,. . . ) “in all directions,” diving into the core of the system that involves her heart and soul in a game of wit. She is challenged to keep her wits, wherever the logic of meaning might lead her. The “school of meaning,” taught by the master of nonsense, Lewis Carroll (in real life a professor of logic), frames the problem of meaning in terms of surface(s) and opts for the reductio ad absurdum principle in order to prove it: meaning seems to be more accessible through the game of “non-sense” – the play within meaning
Passelaigue, Theys Dominique. "Grandeurs et mesures à l'école élémentaire." Thesis, Montpellier 2, 2011. http://www.theses.fr/2011MON20161/document.
Повний текст джерелаSince 2002, in a new domain of the mathematics entitled " quantity and measurement ", the authors ofthe curriculum suggest approaching the quantity through activities of direct, indirect comparison, byusing arbitrary standards measurement before introducing the conventional units and by drawing fromthe reservoir of activities that are the experimental sciences.These orders were at the origin of this work.An epistemological analysis of the concepts allowed us to show that the distinction "quantity/measurement", presented as natural, is relevant for this level of teaching.We looked for the origin of the curriculum's proposition by studying the texts of the primary schoolin sciences and mathematics since 1923. We noticed a decisive bend in the programs: following thereform of the modern mathematics, the study of quantity before measurement appears in sciences asin mathematics, leaning on the works of the contemporary psychologists. This study in both disciplineswill not be any more asked until 2002.In our work, we brought to light a bad control of the concepts of "quantity and "measurement " as wellas a misconception of "quantity" at the primary school teachers. Some of them are besides reluctantto adopt the approach described in curricula for all the quantities.We studied the impact of the comparison's activities with the use of arbitrary standards on theconstruction of the concept of mass and on the sense of moderation, by means of the implementationtwo comparative engineerings in 2nd year of primary school. Our results show that the level of pupil'sconceptualization, such as it is estimated by means of our criteria, is upper so much for the sense ofthe quantity than for that of the measure, at the pupils having lived a sequence introducing the massfrom comparison's activities out of the number
Zhang, Dan. "Le genre à l'école en Chine : représentations et pratiques des enseignants à l'école primaire - l'exemple de Shanghai." Thesis, Lyon, École normale supérieure, 2013. http://www.theses.fr/2013ENSL0873.
Повний текст джерелаAn education system exposes individuals to a process of socialization during which the values that are considered appropriate become internalized. Through this process of socialization in schools, students adopt fundamental societal values from the pedagogic contents in class and other educational venues. The awareness of the fundamental values is reinforced by teachers’ attitudes, expectations, different focuses on specific students as well as the impact of their peers.This research aims to find out what role gender plays in the teacher-student interaction in the classrooms of the primary schools (public) in Shanghai today. It seeks to examine how gender stereotypes operate in these interactions. This study compares eight primary schools in Shanghai, which were chosen because of the diverse array of student social backgrounds, geographical locations and teachers’ quality. The methodology started by interviewing teachers in the sampled schools. We did not explicitly reveal the objectives of the questionnaires in order to avoid teacher gender prejudice. Some of the questions are: Do you have different perspectives on the roles of male and female students? Do the perspectives change your expectations about the students? What impact might this "consciousness" (or non-consciousness) about gender have on student behaviour ? What attitudes may you have expressed toward girls and boys during classroom interactions? Are there any differences or similarities in your educational expectations concerning boys and girls? How do these expectation show up in the daily life of students in the classroom? Do these expectations change across subjects taught in schools? How effectively do you deal with student behavior (docility, undisciplined attitudes, etc.) Do your responses to these behaviors differ across gender? What shades can be made according to the social and geographical situation of schools in the sense that this situation leads to a different social recruiting of students? We investigate whether the thoughts and perceptions of the teachers on gender differences correlates with academic performances of boys and girls and how these differences are built into the teacher-student relationship. [...]
Frandji, Daniel. "L'école : entre nécessité, réalités et possibilité : le sens de l'école et sa mise en crise au collège." Paris, EHESS, 1999. http://www.theses.fr/1999EHES0081.
Повний текст джерелаAllani, Najoua. "Les ombres : conceptions des élèves tunisiens et aides à une meilleure conceptualisation à l'école et hors l'école." Paris 5, 2005. http://www.theses.fr/2005PA05H048.
Повний текст джерелаHaving concluded that the teaching of the notion of shadow in Tunisian schools has failed, the setting of the learning process in extra curricular spaces of the same notion has been analyzed. The results of our study in the high schools have shown that the activity that took place in the class did not allow learners to fully invest themselves in the learning process. Although a conceptual evolution has been detected among the learners it still remains insufficient. However, following other activities proposed in clubs and at the City of Science, participants manage to construct correct ideas on light and shadow more easily. For nearly the totality of participants shadow is thought in terms of absence of light. The activities we devised have permitted to the majority of participants to understand the notion of shadow. The results show that the learning process outside a classroom situation can constitute a complement to what is usually undertaken in class
Rolland, Marie-Noëlle. "Justice et égalité à "l'école pour tous" : notation des élèves, réussite et progression différenciées à l'école élémentaire." Paris 5, 2003. http://www.theses.fr/2003PA05H037.
Повний текст джерелаSince the late 20th century, French primary school has to contribute to equality of opportunities and to ensure success for all pupils. The equality reference is linked to meritocracy whereas the aim of success requires a process of corrective justice. This dichotomy of principles of justice is usually reflected on school marking practice. Pupils' marks comply with the hierarchy of their attainments but compensate the differences within this hierarchy : so meritocracy is crossed by a corrective tendency. Marking is furthermore regularly unfavourable to working-class pupils. Through positive or negative marks, pupils' school achievements are also either encouraged or hampered. Particularly sensitive, working-class pupils having difficulties rapidly lose sight of any success perspective as soon as they are underestimated. Corrective but inherently selective, socially unfair, marking contradicts any equality process in pupils' schools results, in terms of marks and achievements
Loubes, Olivier. "L'école et la Nation d'une guerre à l'autre en France, 1914-1940 ou L'école dans l'entre-deux-France." Toulouse 2, 1999. http://www.theses.fr/1999TOU20009.
Повний текст джерелаBouquet, Nanou. "L'enfant, la famille et l'école en situation interculturelle : quelle identité pour quelle éducation ? : l'enfant dakarois à l'école française." Paris 8, 2000. http://www.theses.fr/2000PA081776.
Повний текст джерелаTenret, Elise. "L'école et la croyance en la méritocratie." Phd thesis, Université de Bourgogne, 2008. http://tel.archives-ouvertes.fr/tel-00347360.
Повний текст джерелаBruno, Nathalie. "Le rêve et la pensée à l'école." Paris 7, 2014. http://www.theses.fr/2014PA070012.
Повний текст джерелаThe function of the dream is examined in the shaping and the movement of the thought process that gives way to renewed desire to learner and to the processes of symbolization for children with difficulties in school. The psychological assistance proposed and the transferential issues of the "think-dreaming" (NB: penser-rêvant) are tested. The scholastic institution is confronted with issues resulting from tangible changes in society and the definition of thought. Consideration is given to the conditions that favor an environment that gives way to creativity of thought, the acquisition of skills by experience and that preserves the time of childhood as well as the dialogue maintained with the unconscious psychic sexuality. At the interface of the political dimension is discovered the psychic and narcissistic impact raised by the societal questions. The Freudian concept of the dream is revisited — in particular, consideration of its representability — to support the relations that are maintained between dreams and thought, principally in the transference. The place of temporal resonance brought on by dreams allows the expressions of thought to welcome unusual manifestations enrooted in the instinctual body. In certain cases, listening to one's dreams in the transference gives way to an entire process of historization (chronicling) and of subjectivity
Kostova, Pineda Margarita. "L'école littéraire de Tărnovo (XIV-XVe siècles)." Paris, EPHE, 2014. http://www.theses.fr/2014EPHE4011.
Повний текст джерелаTărnovo, Bulgaria, was the center of a late medieval literary school whose influence reached the whole Slavic orthodox world. The “Tărnovo School” was born circa 1371 and dies in 1393, when the city, then the capital of the Bulgarian empire, is taken by the Turks. The school was founded by patriarch Euthymius, the last head of the Bulgarian Church (1375-1393). It inherited a multisecular tradition of byzantino-slavic literary tradition. It collected existing Slavic versions, revised their text by confronting them to the Greek originals and produced new versions and original creations, most of them of the hagiographic genre (Vitae, Encomia). Euthymius and his disciples promoted also a reform of the Slavonic language, in the line of the Carolingian reform in the West. They restored the purity of grammar, orthographic correction, and introduced a higher style. Its writing ample, rich in rhythm and rimes, was called “word-weaving”, and became a model. Besides, the authors of Tărnovo school impregnated their works with the spirit of hesychasm they had received from Mount-Athos, where many of them stayed. Direct or indirect disciples of Euthymius (metropolitan Cyprian, Constantin Kostenečki, Demetrios Cantacuzen, Gregory Camblak, metropolitan Josaphat of Bdin, Theodosius of Tărnovo, Vladislav the Grammarian) spread to neighboring orthodox countries the texts and the techniques they received from their masters. Their heritage reached Serbia, Moldavia, Valachia, Ruthenia (nowadays Belarus and Ukraine), and Muscovy
Diallo, Mor Talla. "Conte et lecture à l'école primaire sénégalaise." Bordeaux 2, 1990. http://www.theses.fr/1990BOR21004.
Повний текст джерелаSince independence, failures of senegalese educational system are obvious and are back grounded by a crisis in the social cultural and pedagogical aspect of school. The consequences of this are a lowering efficiency of school and a fierce cultural identity crisis. According to some this is due to the fact that, the school only aims at reproducing social inequalities, in a context where the impact of social classes is not important. For others, the crisis is caused by the marginalisation of the traditional school and to the extravert aspect of the modern one. With regard to all this, we hypothesize that "story will be a mean for the learning of reading and writing". During our field work we interviewed both pupils and teachers, that is those using story as a means of socialisation and those being socialised with it. It now appears that the practice of oral story is more efficient than the using of the written one, if taken in consideration, its effects on pupil's intelligence and reading ability
Gould, Charlotte. "Les Young British Artists, l'école du scandale." Paris 3, 2003. http://www.theses.fr/2003PA030061.
Повний текст джерелаThe outstanding vitality of the British art scene of the Nineties has gone hand in hand with a string of very public scandals. A new generation of practitioners whose notoriety has reached beyond the boundaries of the artworld have turned shock and provocation into an actual style. Far from being a deterrent, this provoking style has been endorsed by the proponents of Cool Britannia. As an ambiguous avant-garde, Young British Art has made a motif of scandal. This motif has become an a priori reflection on the powers and liveliness of art rather than a nostalgic repetition of the brash outbursts of the historic avant-garde. This study aims at using the notion of scandal in order to approach Young British Art as a phenomenon since this scandal appears less as a mere accident than as the guaranty of the movement's contemporaneity
Pezzali, Amalia. "Nāgārjuna : les origines de l'École du Milieu." Paris 4, 2004. http://www.theses.fr/2004PA040068.
Повний текст джерелаThis research on Nagarjuna, the Buddhist philosopher of the origins of the School Of the Middle Way, consists of three chapters. In the first one, the problems that must be examined to understand Nagarjuna's historic position are shown. First: wether are there one or several Nagarjunas, then where did the first Nagarjuna live and how long, where was he born and grew, if he had a master and which were his most famous disciples. In the second chapter I collect and report all the documents that speak about him and make their critique while comparing them. In the third chapter I deal with the personality of Nagarjuna: his historic figure, his philosophy and his spiritual experience. Undoubtedly the Nagarjuna of the origins was born in the South of India, in the religion called Andhradesha, and there he founded his School. His philosophy consists in a deep analysis of the elemnts. He can't believe in the particular views and he thinks that the true nature of the elements is nothing but emptiness. The mystical goal of the School of the Middle Way is unquestionable, but Nagarjuna never asserted explicitly to be a mystic
Casassus, Juan. "L'école et les inégalités en Amérique latine." Paris 5, 2003. http://www.theses.fr/2003PA05H025.
Повний текст джерелаIndependently of the forces which are transmitted by the social structure, it is within the educational system where we find the processes which generate social differentiation, and consequently can amplify or reduce the possibilities of social mobility. These processes are the result of interactions. The differentiation which leads to a social mobility, ascending or downward, is consequently strongly inflenced by these interactions. A school that favors social mobility is, therefore characterized by the adequate modulation of these interactions. However certain types of interaction have an influence larger than the others in the process of differentiation. The principal one is the relation between the professor and the students, among the students themselves and the environment that is favorable to learning. In the last instance, the quality of the bond between the teacher and the students and between students themselves, determines the quality of achievement
Aguinaga, Jean-François. "Francisco Ferrer et l'école moderne de Barcelone." Paris 10, 1993. http://www.theses.fr/1993PA100103.
Повний текст джерелаThis research presents three lines: geopolitical and historical frame of the Barcelona modern's school; the life and production of Ferrer since 1907 to 1909; the public honours (streets, places in France) due to Ferrer's memory and their casual relationship with educationnal creations after Ferrer's death inspired by the Barcelona modern school
Lavigne, Géraldine. "L'école des sculpteurs du Puy-de-Dôme." Clermont-Ferrand 2, 1997. http://www.theses.fr/1997CLF20001.
Повний текст джерелаThis thesis studies sculptors formed or who had worked, in the Puy-de-Dôme, during the nineteenth century. The first part analyses the school of sculptors through their formation, their careers and their production. Although, artists are influenced by their classic formation, they are original in the expression of their identity. This work is completed by different documents. The second part is a repertory of sculptors who had worked during the nineteenth century. For each artist you can find the name and the surname, date of birth and death, bibliography and works. The third part is composed of four hundred illustrations of works from the Auvergne and other parts of France
Boncourt, Martine. "La poésie à l'école élémentaire : l'indispensable superflu." Rouen, 2001. http://www.theses.fr/2001ROUEL407.
Повний текст джерелаParadis, Olivier. "L'école royale militaire d'Effiat et ses élèves." Clermont-Ferrand 2, 1998. http://www.theses.fr/1998CLF20014.
Повний текст джерелаThis thesis is composed of two distinct and complementary parts. The first one deals with the educational surroudings and the content of studies, the second one breats of the students and their course of studies. The house of oratory in effiat was set up in 1627. It is studied here from 1776 to 1793 at the time when it used to be a military school. Three classes of students attended it : the boarders, those who receveived a grant from the marquiess and the king's students. Whether there were secular or religious teachers, the program was very thourough. To the ordinary course of studies were added foreign languages, experimental sciences, art lessons and physical exercises too. All that was organised, in a dynamic of success, around general classes of humanities and rhetoric as welle as group teaching suiting the students'standard. The study of the geographical and social backround of the 640 enlisted students shows thath effiat school was a school for aristocrats'sons, which was open to the rising middle-classes in a recruiting zone of two areas : auvergne and bourbonnais and theirs outshirts. Going through their course of studies throws light on the weight of their military vocation or their choice of another trade when the students left the school. The french revolution which disrupted all careers put an end to the existence of the school. Yet, the tremendous professionnal and political success of its former students from the republic to the july monarchy attests the students'qualification and the efficiency of the educational methods used there really gained powers to make decisions in the geographical areas where they were the most numerous. Their children started to take over from them and the historian is tempted to say that effiat school did more than reproducing an elite, it also cultivated the ambition of renewing it, in number and quality
Joly, Philippe. "Pour une éducation esthétique à l'école élémentaire." Université Marc Bloch (Strasbourg) (1971-2008), 1992. http://www.theses.fr/1992STR20035.
Повний текст джерелаSpecific aim of "aesthetic" education (limited to pictorial arts), distinc from the technical training in art, is to develop and sharpen children's perception and curiosity. The matter is not to "train the pupils taste" and to inculcate in them "what to like", but to teach them how to tell why they like - or not, or less - a picture, and make them find out the exact words and reasons to tell it, in short, to educate them in order that they could really have their own taste. In working on a set of reproductions of paintings, pupils can note down their judgement by the meaning of a questionnaire. An evaluation chart of children's abilities in art appreciation during the school years, is thus provided. A practical approach with an experimental class aims at giving teachers some directions to build a structured curriculum in this particular field, mostly concerning paintings reading and appreciative vocabulary, without forgetting the collaboration with cultural partners such as fine arts museums
Yao, N'Guessan Emile. "Les exclus de l'école en Côte d'Ivoire." Université Marc Bloch (Strasbourg) (1971-2008), 1993. http://www.theses.fr/1993STR20018.
Повний текст джерелаFor the past 32 years the school system in Ivory Coast has been experiencing a series of problems, some of which are specific to all underdeveloped countries. We believed that we could get to the root of the problem through this research project. In addition, our goal to analyze all the formal or latent and internal or external factors which could explain this troubling situation through a global approach which would go beyond the explanations usually put forth. We started our research with the assumption that the best explanation of the situation is the existence of a large population of uneducated Youth. This working hypothesis provided the direction for our study and oriented our work plan to a two-fold analytical and prospective approach. We first expose the internal and external factors which are at the root of this long term crisis and the cause of the ineffectiveness and the inadequacy of the education system in Ivory Coast. We then envisage several possible solutions to help the school system out of this crisis situation and to carry out the social and economic reinsertion of those excfluded from it. This study demonstrates that the school system of Ivory Coast was simply a carbon copy of the French school system and was never actually modified. It also shows that the main objective of Ivory Coast's school system, rather than effectiveness, has always beens to ensure that a high percentage of children are enrolled in full-time education (which earns them the flattering title of "developing country south of the Sahara"). The consequence of this has been low productivity
Mbairodbbee, Njegollimi. "L'école et la production au Burkina Faso." Paris 5, 1987. http://www.theses.fr/1987PA05H118.
Повний текст джерелаBeing introduces and managed in the good and serious conditions of the preparation, the planning, the administration and the liability for pupils (who are the most concerned) the practice of the productive actions at school is one of certain means to increase the intellectual attainments in by the pupils. This sure means favors playing back of school profits and promotes school's integration and the adaptation of its products (the pupils in their last term) to the environment. The conditions of success are deep changes in the social structures and the general call (mobilization) of the society on the ordinated pulse of state
Thivend, Marianne. "L'école et la ville : Lyon, 1870-1914." Lyon 2, 1997. http://www.theses.fr/1997LYO20092.
Повний текст джерелаThis thesis examines connections between the transformation of schools and the surrounding urban environment from 1870 to 1914. In the context of a large city, such as lyons, which undergoes important demographic, economic, social and urban changes in the late nineteenth century, the public school, reorganized by the ferry's laws in the 1880s, must meet new challenges. This study analyzes the processes of construction and of integration of schools into particular neighborhoods within the city. The study begins by focusing on the types and provisions of schools - the supply side. The educational policies of the republican municipal government concentrated on improving the school system: for example, building specific types of schools ("groupe scholaire"), increasing the number of classrooms and teachers, enhancing teachers' skills, reinforcing early educational networks ("nursery school", "elementary school" and "ecole primaire superieure"). Did these policies meet the changing needs of their constituents ? in other words, did policies regarding schooling respond adequately to transformations in the urban environment, precede them or simply adapt as best they could ? secondly, the day-to-day activities of the school and of those who demand its services are investigated. To understand how the school is integrated in urban life, this study traces the experiences and expectations of those who give life to the institution : pupils, families and teachers. Whether in working class neighborhoods on the outskirts of the city or in more centrally-located middle-class districts, the attitudes and behaviors of families towards schools vary widely. Teachers also confront different challenges when faced with students of particular academis skills and social characteristics. An analysis of the social composition of student populations at several schools, as well as of the itineraries of teachers and students within the school system, provides for an understanding of how "reputations" are built
Bédard, Catherine. "L'intimidation à l'école primaire et pistes d'intervention." Thèse, Université du Québec à Trois-Rivières, 2008. http://depot-e.uqtr.ca/1789/1/030055901.pdf.
Повний текст джерелаIlenda, Tryphon. "De l'école coloniale à l'école postcoloniale en République Démocratique du Congo : permanences, évolution, rupture des enjeux sociaux des savoirs scolaires." Paris 5, 2011. http://www.theses.fr/2011PA05H014.
Повний текст джерела