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Table of Contents of Book
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Introduction. Former le chrétien, éduquer le citoyen | | | |
L’affirmation progressive de deux entités éducatives spécifiques | | | |
La pluralité des acteurs en éducation | | | |
L’extrême variété des moyens de confrontation scolaire | | | |
Questionner l’évidence et se méfier des analyses trop généralistes | | | |
L’importance des accommodations | | | |
| | | |
La formation religieuse reçue par les sœurs des congrégations enseignantes | | | |
La formation religieuse des pensionnaires et écolières externes, potentielles religieuses enseignantes | | | |
Les novices, entre formation et apprentissage | | | |
Les ursulines en charge de la formation religieuse au sein du couvent | | | |
| | | |
Les « régentes » du diocèse de Châlons et leur formation religieuse (xviie-xviiie siècles) | | | |
La formation des enseignantes : un élément d’un vaste dispositif | | | |
La formation proposée : « reconnoître leur vocation et s’instruire de leurs devoirs afin de s’en acquitter dignement » | | | |
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La formation religieuse des enseignants au début du xixe siècle : Une évidence « réactionnaire » ? | | | |
La formation spirituelle des enseignants dans les écoles congréganistes et ecclésiastiques | | | |
La formation religieuse dans les écoles normales publiques | | | |
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