The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
This article presents a set of discussions about the relationship between educa-tion for peace and Psychology developed in the end of the 1920’s by researchers at the Jean-Jacques Rousseau Institute/Switzerland. Based on an analytical-descriptive method, we have brought to notice the theories and te...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/12193 |
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| Resumo: | This article presents a set of discussions about the relationship between educa-tion for peace and Psychology developed in the end of the 1920’s by researchers at the Jean-Jacques Rousseau Institute/Switzerland. Based on an analytical-descriptive method, we have brought to notice the theories and techniques raised throughout the conference Peace through the School held in 1927 sponsored by the International Bureau of Education, which was linked to the Institute. We have shown how the speakers at this meeting conceived Psychology as a central science in the proposals for a pacifying pedagogy. Furthermore, we have highlighted Pierre Bovet’s concepts on the combative and social instincts, a psychologi-cal theory that intended to guide the work of educators who aimed to reach a pacifist ideal. We understood this movement as a civilizing project, based primarily on the scientific know-ledge about human beings. Pierre Bovet stated that the moral, social and religious education should be the three standing pillars for the pacifying pedagogy, in contrast to other scientists of the time, such as Jean Piaget. |
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