Research

There is much research that shows the importance of developing the human and social and dimensions, as much for academic success as for the flourishing of children and their insertion in society.

For several dozen years, the human and social sciences enrich our knowledge of the human being, its cognitive, psychological, and social development, its modes of interaction with others and within society, etc. Yet, it seems that educational actors do not sufficiently integrate social and human dimensions in their practices.

The issue is therefore to make accessible the results of research and scientific knowledge on these subjects, so as to convince actors that these dimensions are not secondary and to permit them to adapt this knowledge. We develop arguments and translate knowledge into accessible language (vulgarization).

Publications

In 2014, we carried out 3 synthesis studies on the development of social, civic, and emotional skills (in French).

• A first study to define social, civic, and emotional skills
• A second to identify how to evaluate the development of these skills
• A third studying 11 educational projects that allowed the concrete developments of these skills

There are multiple difficulties and obstacles to overcome in the area of human and social dimensions:

• These human and social dimensions are currently a subject of research. They are situated at the intersection of many scientific fields (neuroscience, biology, anthropology, psychology, sociology, ethology, etc.) To their complexity is added the multiplicity of frames of reference proposed today. Despite all this, certain elements come to a consensus, and it appears important, even essential, to allow educational actors to adapt so that their educational project rests on a supportive knowledge of the human being.

• Does the development of these human and social dimensions have to involve the family and/or the school? In the subject of education, there is a symbiosis – and not a contradiction – between the family and the school. The school, whether it assumes it or not, cannot exclusively be a place of instruction and transmission of theoretical knowledge. It is the place of learning and of socialization and of working together. Parents, teachers, and every adult educator, must therefore share a minimum of knowledge on the human being.

• In times of economic crisis, the human and social dimensions seem secondary. It means showing that self-confidence, the ability to take initiative, to interact with discernment, to cooperate, etc. are essential to envisage a collective, relaxed future.

Throughout our vulgarization work, we will be maybe brought to identify deficiencies in the field of research. We envisage then the possibility of exploring experimental research programs in partnership with research laboratories.