Mosaïque

I started very early to be fond of reading : when I was 9 years old. I was a regular visitor of my community library. At the age of twenty I had an extesive knowledge of French English Itahan Russian and Nordic literature (novels). In the same time as a student in a teacher training school I had to read (without displeasure) books about psychology, education and I discovered -on my own initiative – Freud who was never mentioned by my teachers, and Kant's philosophy. Then I specialized in the teaching of German language which led me to appreciate not only Goethe Rilke etc. bui also Enghsh poets, specially Shakespeare. I entered educational research in 1956 and at hrst I focused on gennan, especially Prussian, educational movement which I thought to be the roots of modem educational systems. I started to teach experimental pedagogy at university after a stay in the USA and my first american mentor was T. Brameld a philosopher carrying on the work od Dewey followed by R.M. Travers whose books revealed to me that american experimental education had taken the Iead over the european one. Among my French relevant readings I will quote the "Traité des sciences pédagogiques" (Debesse, Mialaret), "L'homme neuronal" (Changeux), "L'éducation demain" (Schwartz) and a numberof philosophical and socioiogical readings. In the category of "reading for pleasure" I can differentiate fondamenta! books thai affected my whole life and those depending on fashion, mood, intellectual environnement. In the category of "reading for learning" unexpectedly progression is not much more methodical: as Piaget sa id our experience builds up like a patchwork, with many digressions.