“Evidence policy” has not been approved in education

They. Promotion of “working methods”. Constant in volunteer speeches that like education policy. This registry has now been updated with a claimEvidence-based education, which can be translated as “evidence-based education”. This approach, which originated in the late 1990s and has spread internationally, is due to transposition in the educational field. theEvidence-based medicine, Focused on scientifically based research on “good practice”. It is also part of a more general frameworkEvidence-based policy, A policy that emerged with new public management and the systematic use of performance indicators.

approach in France evidence-based He was blessed in education under the ministry of Jean-Michel Blanquet and in parallel with the popularization of neuroscience. It effortlessly garners excellent media reception and opinion success, because how can we argue against scientific “evidence”? His rise is “Depoliticizing public action and consecrating the reign of pragmatism to the detriment of ideology”, Sociologists Hugh Draelans and Sonia Revaz write in their book evidence of facts, Subtitles “Evidence Policy in Education”. Placing this approach in a long-term history “statistical reason” and “Government in Numbers” Authors who assert their critical angle believe that “The politics of evidence has not proven itself”.

Far from summary anti-scientism, Hugues Draelans and Sonia Revaz nevertheless consider the desire to base educational action on rational grounds as legitimate and do not reject in principle the ne plus ultra of the proponents of an evidence-based approach: the experimental method. Arguably the highest level of reliability, it uses randomized trials (from English Random, “Random”), for which two groups are randomly selected: an experimental group, on which an action (for example, a certain learning method) is applied, and a control group, where nothing is changed and which, in comparison, is used for evaluation. The effect of this action.

“willful ignorance”

The authors emphasize the limits of the experimental method and object to its exclusive use. They focus “constructed character” Measured reality: the choice of criteria to be studied is always negatively based on the set“willful ignorance”. In other words, like at the base of a lamp, looking for evidence where there is a circle of light. What seems most measurable is measured, ignoring what is less easily or not defined at all, at the risk of losing entire sections of a complex, fragmented, heterogeneous reality. It is also changing because it is good practice in education, as in other professions “Not reduced to the application of a particular rule or recipe, but depending on the diversity of the situation”.