Stratégies d’enseignement de l’éthique et éducabilité des enfants d’âge scolaire à Yaoundé III

Abstract

In this school environment, ethics introduces an additional dimension: it imposes giving space to the individual, recognized as capable of asserting his word and his own interests. Legault et al, 2002: 30 define ethics as the emergence of fundamental aptitudes for research and dialogue, criticism and creativity, autonomy and commitment. Teaching ethics teaches about ethical issues, the problem-solving process and ethical decision making. But it also allows for better self knowledge as a moral agent (Bonneau and Legault, 1923). Thus, unlike is teacher centred, indirect instruction is student centred, even while these two stratégies can be complementary to each other, this strategy requires students to obsrve, research; draw conclusions from data, or formulate hypotheses. This study, which is part of the field of the phylosophy of education, aims to questions from reflexive, speculative and logical point of view the benevolence of the educator which regard to the postulate of educability. Both a logical assumption and an ethical principle, this postulate requires that the subject be credited a priori and gratuitously as an educable subject. It could serve as an anchor point for the implementation of an ethics of caring in the field of education and trainning. our articulation between educational benevolence and the postulate of educability will bring out the concept of altruism. Rousseau’s thoughts on education are being presented and then put in tension with todays educational conceptions. We aim at highlighting in how far rousseau’s work can still contribute to conceuve teaching and learning, but also how it is in tension with some contemporary educational tenets.