Bernard Schneuwly

Bernard Schneuwly
University of Geneva | UNIGE · School of Psychology

About

131
Publications
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1,453
Citations
Citations since 2017
30 Research Items
695 Citations
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2017201820192020202120222023020406080100120140
2017201820192020202120222023020406080100120140

Publications

Publications (131)
Article
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The text shows that after 1930, Vygotskij developed the question of teaching. Vygotskij forged new concepts, involving more systematic work on the dialectical contradiction between internal and external. An analysis of teaching work from a Vygotskian perspective shows the importance of transposed knowledge as a teacher’s tools. Elements of Vygotski...
Article
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QUE PREVOIT LE PLAN D’ETUDE VAUDOIS pour l’enseignement de l’argumentation aux élèves de 8e et 9e ? Une action/un objectif : « produire, dans un contexte connu, un message à visée argumentative pour exprimer un point de vue » ; des outils/supports textuels : « [la] lettre de soutien ou de réclamation, [la] lettre au courrier des lecteurs, [l’] arti...
Article
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Building on a historiography that is in full expansion, we are focusing our attention on the sociogenesis of “educational internationalism”, by studying the way in which agents and organisations which claim to belong to this movement have executed their commitments and reconfigured them over the decades. After having studied the groups which work w...
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The seventh international seminar on Vygotsky held in Geneva discussed a new French language translation of texts of from ‘pedology,’ the now largely lost Soviet science of the developing child. In this introduction, the guest editors touch on three concepts of development which coincide with the three elements of Vygotsky’s best known idea, the Zo...
Article
Full-text available
The text shows that after 1930, Vygotskij developed the question of teaching. Vygotskij forged new concepts, involving more systematic work on the dialectical contradiction between internal and external. An analysis of teaching work from a Vygotskian perspective shows the importance of transposed knowledge as a teacher’s tools. Elements of Vygotski...
Article
Full-text available
Cette contribution présente une définition de la transposition didactique et un système conceptuel s’y rattachant forgé par notre équipe de recherche tout au long d’un programme de recherche de trente années. L’exposé des sept thèses suit l’ordre d’apparition des concepts qui se sont imposés au moment de formuler les questions de recherche et leur...
Article
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L’art et l’éducation esthétique sont des questions centrales dans le développement de l’émotion ou des sentiments au début de la vie active de Vygotskij dans les années 20. Or, il n’y revient plus guère dans son ouvre scientifique. La présente contribution décrit l’origine de son intérêt pour l’art et pour l’éduction esthétique et leur fonction et...
Article
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Comment comprendre l’immense popularité de Paulo Freire ? Après avoir montré cette popularité à travers une analyse quantitative, nous nous efforçons, dans cet essai critique, de cerner le contexte dans lequel son œuvre a été élaborée puis réappropriée pardifférents mouvements sociaux et courants intellectuels. Nous tirons parti pour ce faire d’une...
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Partant d'une définition large de la didactique, le présent article délimite une série de cinq dimensions afin d'établir une image globale du champ disciplinaire de la didactique sur la base des publications en didactique disciplinaire dans la Revue suisse des sciences de l'éducation : culture de référence des textes ; focales thématiques dans le d...
Article
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Our article contributes to trace the sociogenesis of "educational internationalism" as promoted by the International Bureau of Education when it became an intergovernmental organization in 1929, cooperating with Unesco since 1947, before being fully integrated in 1969. The IBE can be considered as one of the forerunners of Unesco, a kind of factory...
Article
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A travers une analyse historique, le texte vise à déterminer les différentes significations du mot « didactique ». Dans le long cours, le didactique est défini comme un rapport entre trois termes – savoir, élèves, enseignants - qui constituent le cœur de la forme école. Ce rapport devient l’objet d’une science normative, plus particulièrement au 17...
Article
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Trazemos a público mais uma edição da revista Diálogo das Letras, que, no Dossiê que compõe o seu vol. 7, n. 2 (2018), apresenta 13 artigos científicos e uma entrevista, abordando sobre um tema que é atual e também bastante discutido no meio acadêmico: Gêneros de texto na perspectiva do grupo de Genebra: reflexões teóricas e práticas. Assim, é com...
Article
Parmi les multiples dispositifs de formation à l’enseignement secondaire qui cohabitent au sein de la Confédération suisse, cet article présente et interroge celui nouvellement mis en place dans le canton de Genève qui donne aux didactiques disciplinaires une place centrale. Les raisons et les hypothèses qui sous-tendent ce « pari » des didactiques...
Article
Der Begriff der Bildung, maßgeblich von Wilhelm von Humboldt entwickelt, und derjenige der instruction, entscheidend vom Marquis de Condorcet definiert, prägen bis heute die Schule in deutsch- und französischsprachigen Kulturen. Sobald Bildung/instruction für alle durch öffentliche Institutionen garantiert wird, setzt sich das Schulfach als allgeme...
Chapter
Und wie ein Echo darauf wird im Kongress 2016 der Schweizerischen Gesellschaft für Bildungsforschung (SGBF) ein Symposium Jenseits der ‚Grammar of schooling‘ – Verschiebung der Bildungsgrenzen durch personalisierte Lernkonzepte angesagt: „Durch personalisierte Lernkonzepte gerät die hergebrachte ‚Grammar of schooling‘ ins Wanken“ (SGBF 2016, S. 125...
Article
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Nous observons comment l’exercice du résumé est pratiqué ou non à partir de deux mêmes textes contrastés, par trente enseignants, dans soixante séquences de lecture à différents niveaux, primaire (10 ans), secondaire I (13 ans) et secondaire II (16 ans). Notre recherche vise à décrire les usages contrastés du résumé à partir de deux variables : (i)...
Article
In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1) Presentin...
Article
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Metatextual (writing about texts) and hypertextual writing activities (writing using texts as a source) play different roles in teaching literature for the subject "French" in French-speaking countries both at different school levels and at different times in history. How do these differences show up today in daily practices? 30 teachers in French-...
Working Paper
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Article
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La didactique comme champ disciplinaire est-elle possible ? Dans son mouvement de construction, elle se presente pour l’instant comme un ensemble heterogene de didactiques disciplinaires, auxquelles s’ajoutent egalement des domaines comme la didactique comparee ou la didactique professionnelle. Au-dela de cette diversite, on peut deceler des tendan...
Article
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Le début du XXe siècle fut marqué, dans les pays francophones, par une forte remise en question de l’enseignement grammatical qui aboutira dans les années 1970 à un mouvement de rénovation de l’enseignement du français langue maternelle. Cette communication se propose de retracer les évolutions de l’enseignement de la grammaire à partir du cas...
Article
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This paper analyzes the relationships created between students and literary work in function of a text introduced in the classroom and of the means used by a teacher for teaching. These relationships can be described following three deeply correlated dimensions: esthetic, ethic and emotional. In order to understand how these three types of relation...
Article
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Vygotski ve la construcción del lenguaje escrito como una transformación profunda de la "relación del sujeto con su propio proceso de producción lingüística". Eso afecta tanto a la acción lingüística global (finalidad, destinatario, situación de producción) como al proceso de planificación y a las unidades lingüísticas utilizadas. Desde un punto de...
Article
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This paper is an attempt at reporting the current orientations of francophone didactics on writing as they can be envisaged on the basis of recent syntheses. Attention is drawn to the fact that extensive knowledge of writing in school context was developed by didactics. Writing is approached as an activity set in a social context that is determined...
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The international conferences and the official publications of the International Bureau of Education (IBE) comprise a platform where a growing number of governments exposed their considerations and concerns with the purpose of building up a better world through education. The resulting recommendations foster the basis of an ‘international code for...
Article
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During the nineteenth century many European countries proclaimed sovereignty of the people and simultaneously founded their national educational systems. In order to provide public schooling, free and compulsory education was established. Political and sociocultural revolutions led to the rise of nation states, based on democratic or democratic-ins...
Article
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In a first part, theoretical and methodological concepts and working hypotheses are developed, in order to describe and understand the emergence and development of a discipline such as educational science, which develops in very close relation to the social and professional fields of reference and which can be regarded as pluri-disciplinary. In a s...
Article
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In a first part, theoretical and methodological concepts and working hypotheses are developed, in order to describe and understand the emergence and development of a discipline such as educational science, which develops in very close relation to the social and professional fields of reference and which can be regarded as pluri-disciplinary. In a s...
Article
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The debate on knowledge in New Education is generally dominated by two opposed Anglo‐Saxon positions held by Dewey and Thorndike. This paper presents another line of division. Claparède and Vygotsky, two representative European figures of New Education are both scientists constructing a theory of psychological functioning, and heavily engaged in sc...
Article
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In this contribution we look into the implementation of teaching sessions on the same notion, the relative clause, by teachers in inferior secondary school in French-speaking Switzerland in thirteen classes (students in years 7 and 8 of compulsory education). The data were collected within the framework of a research on the grammar notions actually...
Article
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This paper describes and compares the history of primary and secondary school teachers’ professional training at university during the xxth century in Switzerland, at the crossroads of German-speaking and French-speaking cultural areas. It sheds light on and discusses three types of tensions inherent to the process of universitarization: 1) between...
Article
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La contribution réagit de manière critique à la thèse de W. Herzog postulant l’instrumentalisation de la science par la politique dans le processus de réforme actuelle de l’école en Suisse. Elle décèle dans le texte de Herzog une pensée dichotomique qui conçoit le politique comme instance technocratique d’instrumentalisation, et qui oppose une écol...
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In this paper, we describe the approach developed by the GRAFE to analyse the teacher’s work and tools in French lessons, in relation with the notion of organizer. In our view, the object of the teaching constitutes by itself an organizer of the teacher’s work since the object to be taught turns into a taught object within the scope of this work. T...
Article
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The place of didactics, learning and teaching has been the subject of discussion within EERA for several years. Significant steps were taken in 2006 at the conference in Geneva to advance this work through the organisation of an Invited Plenary Panel and an Opening Symposium as the first steps towards establishing a new EERA Network in this field....
Article
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La contribution comprend trois parties. Dans la premiere, nous fondons theoriquement l’idee de faire de l’objet enseigne en classe de francais un objet de recherche didactique, dans le cadre de la theorie de la transposition didactique. L’unite d’analyse « sequence d’enseignement» nous sert de point de vue methodologique pour aborder cet objet. Dan...
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A questão das relações de continuidade e de mútua constitutividade entre a linguagem oral e a escrita é da maior relevância para a compreensão do funcionamento dos gêneros orais formais e públicos e dos gêneros de texto escrito em nossas sociedades letradas, assim como dos fenômenos dos letramentos e do ensino-aprendizagem de línguas nas escolas. N...
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Writing and its learning : the didactic point of view - elements of synthesis. Bernard Schneuwly, FPSE, University de Genève. This contribution presented as the ending of the symposium endeavours to account for actual orientations taken by the didactics of writing such as one can perceive them through the différent speeches. A first statement draws...
Article
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The articles in the first issue of the European Educational Research Journal aim to analyse the moving forces of the emergence and evolution of educational sciences as a disciplinary field, i.e. as a social institution that is specialised in the production, discussion and diffusion of knowledge about education. The articles explore the hypothesis t...
Article
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This article presents some results of research aimed at analysing the emergence of pedagogy/educational science(s) in Switzerland. It focuses on the evolution of academic chairs, their holders, their denominations and their relationship to professional fields and other disciplines. In a first, empirical part, professorial chairs are analysed in fou...
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Proposition de synthèse du colloque « L'écriture et son apprentissage » , la contribution est articulée en trois parties. Dans la première, sur la base des interventions au colloque, un constat est dressé concernant la conception, en didactique du français, de l'écriture qui est de manière relativement homogène abordée comme activité complexe dans...
Article
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Cet article se propose de contribuer à l’analyse des ressorts du développement de la recherche en (sciences de l’) éducation, en interrogeant plus particulièrement les incidences de l’évolution des demandes sociales sur ce déploiement. Synthétisant d’autres travaux, une première partie pose les fondements théoriques d’une réflexion sur le «processu...
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Nutzungsbedingungen / conditions of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vor...
Article
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Le présent essai méthodologique explore la possibilité, à partir de la théorie de Vygotski, d'élargir la notion d'outil pour l'utiliser dans l'analyse du travail de l'enseignant, considérant ce dernier comme action sur des processus psychiques à l'aide d'instruments sémiotiques. Il en découle un programme de recherche qui repère les outils du trava...
Article
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Partant du constat fait par Hélène Romian de la nécessité de mieux connaitre ce qui se passe dans les classes de français, les auteurs observent d'abord un changement de paradigme d'une didactique d'intervention à une didactique descriptive, changement qui permet mieux de répondre à la nécessité constatée. Ils esquissent ensuite une manière d'y rép...
Article
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En devenant objet d'enseignement, tout genre textuel devient genre scolaire. L'article discute cette thèse en trois temps. Dans un premier temps, la centralité de la notion de «genre » pour la construction de capacités langagières nécessaires aux activités langagières est développée théoriquement et la notion est située par rapport à celle de «prat...

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Projects

Projects (6)
Project
Projet soutenu par le FNS 100019_205162 La recherche vise à décrire et comprendre les usages et le développement des instruments de l’enseignant dans le domaine de la lecture-écriture de textes multimodaux. Nous observons les transformations des instruments par les enseignants sous l’effet de deux variables : les textes (narratif et documentaire) et les niveaux scolaires (la transition 1 entre cycle 1 et cycle 2 et la transition 2 entre cycle 2 et cycle 3).
Project
The research aims to observe the effect of the school level (primary, secondary I and II) and the nature of literary texts on the co-construction, by teachers and students, of what is taught in the literature classroom. In this perspective, we observe how two contrasting texts, one belonging to the school tradition and the other unknown to the vulgate, being "resistant", are made present and worked on by the same 30 teachers in the different levels. The text is the unit of work that structures the sequences of literary teaching; working on the same text allows us to control the content variable and to compare school levels; the comparison allows us to observe the productive mechanisms of the work on the literary text.
Project
This project aims at reflecting the work carried out at the annual EERA congress (ECERs) in Network 27 on Didactics – learning and Teaching. Network 27 aims to advance research on didactics, learning and teaching in Europe. The field of didactics and research on teaching and learning is characterized by a strong diversity across European countries, reflected in the diversity of national school curriculum policies and teacher and higher education systems. Central questions to the field are: what is taught, what is learned and also why, and how. In turn these questions raise further questions about the role of subjects and subject didactics and also, significantly for many didactic research traditions within Europe, about the concept of Bildung. The field is also connected to the broader philosophical and ethical aims, purposes and goals of education. Thus, the relations between subject specific, comparative and general didactics and/or research on teaching and learning can be explored. Bringing together research on teaching and learning in different national systems and subject-specific domains, we are interested in discussing the generic aspects of teaching and learning and their empirical basis in research. Major areas explored and discussed in the network are: -Different paradigms for didactic research in Europe -Frameworks for the comparison of teaching and learning actions across subjects and educational contexts -Different methodological approaches to researching didactics – learning and teaching, including classroom observation and video studies -Literacies and language use across subject matters -Bodily, corporeal and tacit dimensions of learning and teaching -Teaching resources, teacher’s work and the enacted curriculum -Social class, gender, ethnicity and dis/ability issues in opportunities to learn and content learnt in the classrooms -Relationships between Didactics and the Learning Sciences The selected references included in this project reflect the main publications about Didactics as a research field in Europe. More references about the various conceptual and methodological approaches in the field may be found in the collaborators (convenors) profiles.