Dewey, Durkheim: la discipline scolaire et le politique

The topic “school discipline” developed by Durkheim in Moral Education illustrates the dominant framework in the French educational model. This paper intends to consider the psychological and political dimensions of this topic, which involve on the one hand Durkheim’s internalisation of basic moral principles and the development of citizenship and on the other hand Dewey’s concept of discipline which is concerned with training moral characters. Whereas Durkheim sees the discipline as a collective practice meant to bring people the image of a consistent and orderly society, Dewey promotes the acquisition of the ability to act morally without separating means from ends. However, the analysis of these different approaches is not just intended at comparing two political and cultural models, but also at investigating the concept of "governmentality" advanced by Foucault which may bring both authors together by assuming a common goal: the empowerment of individuals.