ABSTRACT This article highlights the ideational factors underpinning the movements to professionalize teachers in the United-States and in France. It demonstrates that the deep driving force behind these movements is neither the modernization of schooling, nor the professional interests of teacher educators, but the politico-cultural hold of a philosophical paradigm that met the values and ideals of education and political systems’ actors. By associating human progress with social progress based on natural laws, the naturalistic standpoint of this philosophical paradigm won the favor of the times. Nevertheless, the adaptive conception of intellectual and moral development it supports entails a separation of the mental world of education specialists from that of academic scholars. As a consequence, the major missions of formal education shifted from the training of the mind through the understanding of subject-matters to that of whole social personalities through situated or experiential forms of understanding, the paradoxical outcome being a loss of teachers’ autonomy in terms of professional expertise.

中文翻译：

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教师“职业化”运动的政治文化意义：美法案例比较分析

摘要 本文强调了支持美国和法国教师职业化运动的理念因素。它表明，这些运动背后的深层驱动力既不是学校教育的现代化，也不是教师教育者的专业兴趣，而是符合教育和政治制度行为者的价值观和理想的哲学范式的政治文化把握。通过将人类进步与基于自然规律的社会进步联系起来，这种哲学范式的自然主义立场赢得了时代的青睐。然而，它支持的智力和道德发展的适应性概念需要将教育专家的心理世界与学术学者的心理世界分开。作为结果，