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<p>While browsing the Journal’s archives from 25&#xa0;years ago, I found an article by Philippe Jonnaert entitled, “La thèse socioconstructiviste dans les nouveaux programmes d'études au Québec: un trompe-l’œil épistémologique ?” [Socioconstructivism in Quebec’s new curriculum: An epistemological illusion?]. This 2001 article—written in an era when Quebec, as of fall 2000, seemed to be making (socio)constructivist reforms to its school system—raises a number of important points. Through his analysis of the discourse at the time about the new curriculum, the researcher identified significant gaps that could affect the implementation of these new pedagogical approaches by Quebec teachers. The article raises three key issues: an epistemological gap, a paradigmatic inconsistency within the discourse on cognition, and a shrinking conceptual status of the notion of competence (Jonnaert 2001). In reading the article, I found these issues particularly relevant to understanding the complexity of the discourse surrounding discussions about New Brunswick’s new provincial education plan, launched in August 2025, and the possibility of a curriculum overhaul. This commentary will therefore focus on Jonnaert’s contributions in relation to current discussions about the future of our school system, particularly regarding the viability of approaches inspired by the socioconstructivist school of thought, which puts the students at the centre of their learning and aims to help them reach their full potential.</p>

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Une perspective socio-constructiviste et les programmes d’étude: quelles leçons les récents débats sur le nouveau plan d’éducation de 10 ans au N.-B. pourraient-ils tirer d’un article publié en 2001?

  • 期刊论文

  • 发表日期：

    2025年12月9日

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  • Viktor Freiman

摘要

While browsing the Journal’s archives from 25 years ago, I found an article by Philippe Jonnaert entitled, “La thèse socioconstructiviste dans les nouveaux programmes d'études au Québec: un trompe-l’œil épistémologique ?” [Socioconstructivism in Quebec’s new curriculum: An epistemological illusion?]. This 2001 article—written in an era when Quebec, as of fall 2000, seemed to be making (socio)constructivist reforms to its school system—raises a number of important points. Through his analysis of the discourse at the time about the new curriculum, the researcher identified significant gaps that could affect the implementation of these new pedagogical approaches by Quebec teachers. The article raises three key issues: an epistemological gap, a paradigmatic inconsistency within the discourse on cognition, and a shrinking conceptual status of the notion of competence (Jonnaert 2001). In reading the article, I found these issues particularly relevant to understanding the complexity of the discourse surrounding discussions about New Brunswick’s new provincial education plan, launched in August 2025, and the possibility of a curriculum overhaul. This commentary will therefore focus on Jonnaert’s contributions in relation to current discussions about the future of our school system, particularly regarding the viability of approaches inspired by the socioconstructivist school of thought, which puts the students at the centre of their learning and aims to help them reach their full potential.