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By proposing to make the educational system child-centered, the 1989 Education Act attempts to break away from the formalism which tend to evaluate pedagogy rather by its internal coherence (apriorism) than by its results (a posteriori assessment or realism). Under the 3rd Republic formalism was dominant in educational circles. There can be observed, however, between the wars, a certain evolution towards realism exprès- sing itself in different ways and at differing rates according to whether one is looking at ministry guidelines, the « Revue pédagogique » or the regional officials such as successive departmental ministry inspectors and local inspectors ; the vantage point of the latter being especially advantageous for field study. Although limited, the changes observed constitute one of the theoretical foundations for a later development from a pedagogy without children to a child-centered pedagogy, from a content- centered pedagogy to a learner-centered pedagogy.
