LEADER 03596 am 2200949 n 450 001 9910495769903321 005 20200706 010 $a979-1-03-510415-3 024 7 $a10.4000/books.psorbonne.56233 035 $a(CKB)4100000011508945 035 $a(FrMaCLE)OB-psorbonne-56233 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/85984 035 $a(PPN)267970161 035 $a(EXLCZ)994100000011508945 100 $a20201015j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aLes historiens croient-ils aux mythes ? /$fKalifa Dominique 210 $aParis $cÉditions de la Sorbonne$d2020 215 $a1 online resource (252 p.) 225 1 $aHomme et société 311 $a2-85944-973-6 330 $aCe volume est le fruit d?une réflexion collective des historiens et historiennes de l?université Paris 1 Panthéon-Sorbonne. Il en partage donc les caractères : refus des cloisonnements, choix de la longue durée qui court ici de la Babylonie antique au temps présent, participation de jeunes chercheurs comme d?historiens confirmés. Il interroge l?usage que les historiens font du « mythe » qu?ils considèrent autant sous sa dimension restreinte de « récit fondateur » et transhistorique, que sous son acception plus moderne et sociologique, qui a trait à quelques motifs imaginaires partagés. Il y est donc question d?Amazones et de vampires, de Déluge et de Révolution, de royaumes fabuleux, de sorcières et d?âge d?or de la civilisation. Plus que le rapport entre le vrai et le faux, c?est la rationalité et l?historicité de ces croyances du passé en leur temps que ce livre s?attache à sonder. 606 $aHistory 606 $amythe 606 $ahistoire 606 $ahistoriographie 606 $alégende 606 $aBabylonie antique 606 $arécit fondateur 606 $avampir 606 $aDéluge 606 $asorcière 606 $arationalité 606 $ahistoricité 610 $amythe 610 $ahistoire 610 $ahistoriographie 610 $alégende 610 $aBabylonie antique 610 $arécit fondateur 610 $avampir 610 $aDéluge 610 $asorcière 610 $arationalité 610 $ahistoricité 615 4$aHistory 615 4$amythe 615 4$ahistoire 615 4$ahistoriographie 615 4$alégende 615 4$aBabylonie antique 615 4$arécit fondateur 615 4$avampir 615 4$aDéluge 615 4$asorcière 615 4$arationalité 615 4$ahistoricité 700 $aAbélès$b Solal$01324582 701 $aBoucheron$b Patrick$0140238 701 $aBurtin$b Jérôme$01324583 701 $aJoannès$b Francis$0637875 701 $aKalifa$b Dominique$01247997 701 $aKubler$b Anne$01324584 701 $aLe Gall$b Jean-Marie$01287139 701 $aOry$b Pascal$0570436 701 $aRey Castelao$b Ofelia$01324585 701 $aRobert$b Vincent$01285180 701 $aSebillotte-Cuchet$b Violaine$01289534 701 $aSerna$b Pierre$0480686 701 $aStavrinaki$b Maria$0788218 701 $aVenayre$b Sylvain$01290455 701 $aWeber$b Benjamin$0480922 701 $aDominique$b Kalifa$01247997 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910495769903321 996 $aLes historiens croient-ils aux mythes$93036217 997 $aUNINA LEADER 05121nam 22007455 450 001 9910404118303321 005 20251010082625.0 010 $a9783030418823 010 $a3030418820 024 7 $a10.1007/978-3-030-41882-3 035 $a(CKB)4100000011223450 035 $a(MiAaPQ)EBC6186802 035 $a(DE-He213)978-3-030-41882-3 035 $a(Au-PeEL)EBL6186802 035 $a(OCoLC)1153063597 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/33086 035 $a(ODN)ODN0010067134 035 $a(oapen)doab33086 035 $a(EXLCZ)994100000011223450 100 $a20200423d2020 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAudacious Education Purposes $eHow Governments Transform the Goals of Education Systems /$fedited by Fernando M. Reimers 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (X, 250 p. 18 illus.) 311 08$a9783030418816 311 08$a3030418812 327 $aChapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico?s Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students? knowledge and skills improved (Nuno Crato) -- Chapter 9. From the ?best in the world? Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko). 330 $aThis open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aEducation$xCurricula 606 $aSchool management and organization 606 $aSchool management and organization 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 606 $aCurriculum Studies 606 $aOrganization and Leadership 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 0$aEducation$xCurricula. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 14$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aCurriculum Studies. 615 24$aOrganization and Leadership. 676 $a370.116 676 $a370.9 686 $aEDU001000$aEDU007000$aEDU034000$aEDU043000$2bisacsh 700 $aReimers$b Fernando M$4edt$0960016 702 $aReimers$b Fernando M$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910404118303321 996 $aAudacious Education Purposes$94146633 997 $aUNINA