Adult learners in France in the 1960s: a socio‐historical approach to ‘the relationship to knowledge’

Abstract

This paper uses a socio‐historical approach to explore the emergence in French theoretical literature in the mid‐1960s of a new notion, the ‘relationship to knowledge’ (rapport au savoir), and its success in the emerging field of professional adult education within the Complex of Nancy, France. The increasing use of this notion, first, in the research on adult pedagogy, and then, more generally, in educational research, will be used as a starting point in this paper to question the effects in France of the said research on the shift from teaching to learning from the late 1960s onward. Finally, this paper will present an attempt to compare ‘relationship to knowledge’ with ‘way of knowing’.

Notes

1. I deliberately do not use lifelong education in order to distinguish between the French use of Education permanente and Education tout au long de la vie. For further explanation, see Laot (2009).

2. Translation mine.

3. Sociologist, President of Peuple et Culture

4. Centre de coopération économique et sociale‐ Institut national pour la formation des adultes.

5. Formation professionnelle accélérée (accelerated vocational training), run by a national society aimed at quickly training and giving qualification to workers, mostly in the building sector.

6. Diplôme d’études supérieures techniques (university technical studies degree equivalent to two years after the French baccalaureate).

7. This dismantling was the result of direct and indirect, political and economic consequences of May 1968. Industrial and State representatives lost confidence in the CUCES‐INFA, this led to a decrease of its financial support. The complex had to face various problems and its public component (INFA) was weakened until its disappearance in 1972 (Laot, 1999).