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The document examines the role of Raymond Aron in democratic socialization, highlighting his rediscovery of Tocquevillian thought and his analysis of modernity. Aron, although he did not write major works on education, contributed to the reflection on democratic education. His stance on May 68 shows his reformist vision and concern for the fragility of modern societies. His approach, inspired by Tocqueville, emphasizes tolerance and responsibility as key values of democracy. [Extracted from the article] more...

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This paper explores, from the perspective of political philosophy of education, the hypothesis that an explicit and assumed paradigm shift from a republican view of school to a more democratic, individualistic, liberal and morally minimalist conception of school may be necessary in the near future. First we refine this initial diagnosis by specifying the way in which society of individuals compels institutions to work on redefining their legitimacy and the conditions of possibility of their action (1). Then we present three concepts drawn from the liberal axiomatic and/or its contemporary deployments and reinvestment - the axiological neutrality of the state, negative freedom and prudence - which we deem to enable school to take up such a challenge (2). Finally, we test these proposals for intellectual resources by showing how they can help school clarifying its social and political role, to make itself capable of being inclusive and inspiring confidence (3). [ABSTRACT FROM AUTHOR] more...

This text confronts education to politics with the revelation of environmental issues from the point of view of the political philosophy of education. First, we lay the groundwork for what an epistemology of political education in democracy might be and what the latter then allows in terms of intellectual work (1). Then we try to see how this model can help us thinking of human autonomy in front of environmental issues (2). Then arises the question of the most appropriate places to think about political education in face of these issues. Here the fields of experience, informal education and individual relation to contemporary cultural productions appear as privileged. A brief illustrative study of the approach and work of the Canadian music group Les Cowboys fringants (3) shows how this type of informal educator can play an important role to provide resources and porpositions of influence for human autonomy in dealing with environmental issues within the democratic political framework. [ABSTRACT FROM AUTHOR] more...

This article is based on a critical discussion on the mobilization of the vulnerability/responsibility couple in Hans Jonas' work. The idea is to think about what can be done today in terms of responsible action when facing the vulnerability of others, more specifically in the context of education for autonomy. The discussion is conducted from the point of view of political philosophy of education. The first part summarizes Jonas' contributions and proposals on the topic of this dossier, as well as their posterities. A second part questions the authoritarian perspectives that may result from those considerations, whereas the third part examine their possible abstentionist and/or precautionary perspectives. Contrary to heuristic of fear advocated by Jonas, the conclusion of this text invites to think of a prudent and humanistic educational action, in the perspective of a teleological individualism and a substantial consideration of the contemporary challenge of human autonomy. [ABSTRACT FROM AUTHOR] more...

This article uses the philosophical work of Marcel Gauchet to consider what the contributions of religions to the spiritual dimension to individuation and individualization could be in democratic modernity. One of Gauchet's main theses is what he calls the exit of the religion. Several clarifications on the Gauchetian thought of politics, religion and education are firstly made. Controversies with other contemporary thinkers about religion are discussed (part 1). Then we turn to the potential place and role of spiritualities in a society of individuals (part 2). Such clarification conditions a better understanding of the way education can grasp the spiritual challenge in an autonomous world. Finally, the conditions for enabling this comprehension in the framework of " french laïcité" are considered (part 3). [ABSTRACT FROM AUTHOR] more...

The purpose of this paper is to address authority in educational relations by focusing on the specific vulnerabilities to which one who successfully occupies the position of authority in the contemporary democratic context is exposed. The purpose, from a philosophical point of view, is articulated around a broad acceptation of the concept of benevolence and in permanent resonance with the dual challenge of individual autonomy and the autonomous functioning of collectives, which seems to be that of the society of individuals. It is a question of showing that to be able to sustainably show kindness towards the other in the occupation of a place of authority passes by a form of benevolence applied to oneself. [ABSTRACT FROM AUTHOR] more...