High Normal School(French cole normale suprieure other names: "ENS Ulm", "ENS de Paris", "Normale Sup" or simply "Ulm") is a French public institution in the field of higher education in France, subordinate to the French Ministry of Public Education. The current director is Monique Canto-Sperber.
The main campus is located on rue d "Ulm (Ulmskaya street, Ulm street, rue d" Ulm), 45 in the V arrondissement of Paris (hence the name: Higher Normal School (Ulm)).
History, status and tasks
The ESS in Paris is part of the Higher Normal School, together with the Higher Normal School in Cachan and the Higher Normal School in Lyon. However, only the Parisian HNS, due to its solid existence and prestige in legislative or regulatory texts, is simply called the “Higher Normal School” without additional marks.
The current HNS was created as a result of the merger in 1985 of the Paris Higher Normal School, and the Sevres Women's Higher Normal School. (Before the merger, women had the right to hold a competition in the Parisian Higher School of Economics. Two remarkable examples are Simone Weil, who entered the Parisian Women's Higher School in 1928, and academician Jacqueline de Romilly in 1933).
The Higher Normal School of Paris was founded on 9 Brumaire, III of the Republic (November 30, 1794), by the National Convention, which expressed the desire that a “normal school” be established in Paris, where citizens already educated in useful sciences would be called from all parts of the Republic, so that under the guidance most learned professors in all fields to learn the art of teaching.”
Now, in accordance with the decree of August 26, 1987, “The Higher Normal School, with a high level of cultural and scientific education, prepares students for work in the field of fundamental or applied scientific research, for teaching at universities and in preparatory courses for higher education, as well as in secondary education and, more generally, to service in the public administration and administrative-territorial units, their public institutions and enterprises.”
Science and education
The Paris Higher School differs from other higher schools in France in that they are engaged in comparable volumes in literature and sciences. In view of this, the VNSh consists of the Department of Literature (in the broadest sense) and the Department of Sciences. Each department has its own deputy director (directeur adjoint) and director of studies. Department of Sciences Department of Biology
Department of Chemistry
Department of Informatics
Department of Mathematics and Its Applications
Department of Physics
Department "Earth-atmosphere-ocean" (geology, etc.)
Department of Literature Department of Literature and Languages
Department of Philosophy
Department of Sciences of Antiquity
Department of Social Sciences
Department of Geography
Department of History
Department of Cognitive Studies
Collective "History and Philosophy of Science" (Collectif Histoire et Philosophie des Sciences, CHPS)
Platform "Environment" (Plateforme environnement)
Transition of the Arts (La Passerelle des Arts)
The Space of Foreign Cultures and Languages (Espace des Cultures et Langues d'Ailleurs, ECLA)
Interesting Facts
In the Higher Normal School, a special jargon (jargon normalien) is common.
Literature
Collectif, Le livre du centenaire, Hachette, 1895
collectif, Les Normaliens paints par eux-mmes, Chamerot et Renouard, 1895
Paul Dimoff, La Rue d'Ulm la Belle poque (1899-1903), imp. G. Thomas, 1970
Franois Dufay and Pierre-Bertrand Dufort, Les normaliens. De Charles Pguy Bernard-Henri Lvy, un sicle d'histoire, J.C. Latts, 1993 (ASIN 2709613077) ;
Edouard Herriot, Normale , Socit nouvelle d'dition, 1932
Michle Ferrand, Franoise Imbert and Catherine Marry, L'Excellence scolaire: une affaire de famille. Le cas des normaliennes et normaliens scientifiques, L'Harmattan, coll. "Bibliothque de l" ducation ", 1999 (Higher School of Economic and Commercial Sciences
Wikipedia
K: Educational institutions founded in 1794Higher normal(pedagogical) school(fr. Ecole normale superieure other names: "ENS Ulm", "ENS de Paris", "Normale Sup" or simply "Ulm") is a French public institution in the field of higher education in France, subordinate to the French Ministry of Higher Education and Scientific Research. The current director is Mark Mezard (fr. Marc Mezard).
The Higher Normal School is one of the most prestigious institutions of higher education in France, for admission to which it is necessary to study for several years after graduating from the lyceum in special preparatory classes ("les classes préparatoires"), in order to then pass a rigorous competitive selection.
The main campus is located on rue d'Ulm(Ulm street, rue d "Ulm), 45 in the V arrondissement of Paris (hence the name: Higher Normal School (Ulm)).
As of 2014, it is recognized as the best institution of higher education in France and ranks 35th in the world academic list.
History, status and tasks
The HNS Paris is part of the Higher Normal School along with the Higher Normal School in Cachan and the Higher Normal School in Lyon. However, only the Parisian High School, due to its solid period of existence and prestige, is simply called “Higher Normal School” in legislative or regulatory texts without further clarification.
The current HNS was created as a result of the merger in 1985 of the Paris Higher Normal School and the Women's Higher Normal School of Sèvres. (Before the merger, women had the right to hold a competition in the Paris High School. Two great examples are Simone Weil, who entered the Paris Women's High School in 1928, and academician Jacqueline de Romilly - in).
The Higher Normal School of Paris was founded on 9 Brumaire, III of the Republic (October 30), by the National Convention, which expressed the desire that a “normal school” be established in Paris, where citizens already educated in useful sciences would be called from all parts of the Republic, so that, under the guidance of the most scholars in all fields of professors to learn the art of teaching."
Now, in accordance with the decree of August 26, 1987, “The Higher Normal School, with a high level of cultural and scientific education, prepares students for work in the field of fundamental or applied scientific research, for teaching at universities and in preparatory courses for higher education, as well as for secondary education and, more generally, to service in the public administration and administrative-territorial units, their public institutions and enterprises”.
Science and education
In Paris (and since 2010 also in Lyon), the GSCH is engaged not only in natural sciences, but also in equal measure in the humanities and social sciences.
- Natural Sciences
- Department of Biology
- Department of Chemistry
- Department of Informatics
- Department of Mathematics and Its Applications
- Department of Physics
- Department "Earth-atmosphere-ocean" (geology, etc.)
- Humanities and social sciences
- Department of Literature and Languages (Département Lila, that is, Li la)
- Department of Philosophy
- Department of Sciences of Antiquity
- Department of Social Sciences
- Department of Geography
- Department of History
- Department of Cognitive Studies
- History and Philosophy of Science Group (Collectif Histoire et Philosophie des Sciences, CHPS)
- Platform "Environment" (Plateforme environnement)
- Department of History and Theory of Arts (Département d'Histoire et de Théorie des Arts, DHTA)
- Department of Foreign Languages (Espace des Cultures et Langues d'Ailleurs, ECLA)
In the Higher Normal School, a special jargon (jargon normalien) is common.
school principals
- Jerome Carcopino (1940-41, 1942-44)
Famous graduates
- Astronomers: Andoyer, Chalonge and Kovalevsky
- Mathematicians: Darboux, Borel, Picard, Elie and Henri Cartan, Hadamard, Weil, Baer, Fréchet, Dieudonné and Chevalley
- Mineralogists: François Sulpice Beudan
- Historians: Charles Segnobos, Lucien Febvre, Marc Bloch, Jacques Le Goff, Jacques Revel
- Chemist and biologist: Louis Pasteur
- Physicists, Nobel laureates Lippmann and de Gennes
- Sociologists and philosophers: Michel Foucault, Georges Dumézil, Émile Durkheim, René Worms, Jean-Paul Sartre, Alain Badiou, Quentin Meillassoux, Maurice Merleau-Ponty, Pierre Bourdieu and Jacques Derrida
- Writers: Muriel Barbéry, Jean-Paul Sartre, Jacques Derrida, Romain Rolland
- Linguists: Claude Ajej
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Literature
- collectif, Le livere du centenaire, Hachette, 1895
- collectif, Les Normaliens peints par eux-mêmes, Chamerot et Renouard, 1895
- Paul Dimoff, La Rue d'Ulm à la Belle epoque (1899-1903), imp. G. Thomas, 1970
- Francois Dufay and Pierre-Bertrand Dufort, Les normaliens. De Charles Péguy à Bernard-Henri Lévy, un siècle d'histoire, J.C. Lattes, 1993 (ASIN 2709613077) ;
- Edouard Herriot, Normale, Société nouvelle d'édition, 1932
- Michèle Ferrand, Françoise Imbert and Catherine Marry, L'Excellence scolaire: une affaire de famille. Le cas des normaliennes et normaliens scientifiques, L'Harmattan, coll. "Bibliothèque de l"éducation", 1999 (ISBN 2-7384-8221-X) ;
- Pascale Hummel, Humanites normaliennes. L’enseignement classique et l "érudition philologique dans l" École normale supérieure au s-XIXe, Belles Letters, coll. "Études anciennes", n° 298, 1995 (ISBN 2-251-32645-6) ;
- Pascale Hummel, Regards sur les études classiques au XIXe siècle. Catalog du fonds Morante, Paris, Presses de l'École normale supérieure, 1990.
- Pascale Hummel, Pour une histoire de l'École normale supérieure: sources d'archives (1794-1993), en collaboration avec A. Lejeune et D. Peyceré, Paris, Archives nationales - Presses de l'École normale supérieure, 1995.
- nicole masson, L "École normale supérieure: les chemins de la liberté, Gallimard, coll. "Découvertes", 1994 (ASIN 2070532844);
- alain peyrefitte, Rue d'Ulm. Chroniques de la vie normalienne, Fayard, 1994 (reed.) ;
- Robert Flalacelière, Normale en peril, Presses universitaires de France, 1971
- Romain Rolland, Le cloître de la rue d'Ulm, Albin Michel, 1952 ;
- Jean Francois Sirinelli, Ecole normale supérieure: le livre du bicentenaire, PUF, 1994.
see also
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An excerpt characterizing the Higher Normal School (Paris)
Rostov once again looked intently into Boris's eyes and sighed. Berg returned, and over a bottle of wine, the conversation between the three officers brightened up. The guards told Rostov about their campaign, about how they were honored in Russia, Poland and abroad. They told about the words and deeds of their commander, the Grand Duke, anecdotes about his kindness and temper. Berg, as usual, was silent when the matter did not concern him personally, but on the occasion of anecdotes about the irascibility of the Grand Duke, he told with pleasure how in Galicia he managed to talk with the Grand Duke when he went around the regiments and was angry for the wrong movement. With a pleasant smile on his face, he told how the Grand Duke, very angry, rode up to him and shouted: “Arnauts!” (Arnauts - was the favorite saying of the Tsarevich when he was angry) and demanded a company commander.“Believe me, count, I was not afraid of anything, because I knew that I was right. You know, Count, without boasting, I can say that I know the orders for the regiment by heart and I also know the charter, like our Father in heaven. Therefore, count, there are no omissions in my company. Here is my conscience and calm. I came. (Berg half stood up and imagined how he appeared with his hand to the visor. Indeed, it was difficult to portray in a face more respectful and self-satisfied.) Already he pushed me, as they say, push, push; pushed not on the stomach, but on death, as they say; and "Arnauts", and devils, and to Siberia, - said Berg, smiling shrewdly. - I know that I'm right, and therefore I am silent: isn't it, Count? "What, are you dumb, or what?" he screamed. I keep silent. What do you think, Count? The next day it was not even in the order: that's what it means not to get lost. So, count, - said Berg, lighting his pipe and blowing rings.
"Yes, that's nice," said Rostov, smiling.
But Boris, noticing that Rostov was going to laugh at Berg, artfully dismissed the conversation. He asked Rostov to tell how and where he received the wound. Rostov was pleased, and he began to tell, during the story he became more and more animated. He told them his Shengraben affair in exactly the same way as those who took part in them usually tell about the battles, that is, the way they would like it to be, the way they heard from other storytellers, the way it was more beautiful to tell, but not at all. the way it was. Rostov was a truthful young man; he would never deliberately tell a lie. He began to tell with the intention of telling everything exactly as it happened, but imperceptibly, involuntarily and inevitably for himself, he turned into a lie. If he had told the truth to these listeners, who, like himself, had already heard stories of attacks many times and formed a definite idea of what an attack was, and expected exactly the same story, or they would not believe him, or, even worse, they would think that Rostov himself was to blame for the fact that what happened to him did not happen to him, which usually happens to the narrators of cavalry attacks. He could not tell them so simply that they all went at a trot, he fell off his horse, lost his arm and ran with all his might into the forest from the Frenchman. In addition, in order to tell everything as it happened, one had to make an effort on oneself to tell only what happened. Telling the truth is very difficult; and young people are rarely capable of it. They were waiting for a story about how he was on fire all over, not remembering himself, like a storm, he flew on a square; how he cut into him, chopped right and left; how the saber tasted the meat, and how he fell exhausted, and the like. And he told them all this.
In the middle of his story, while he was saying: "You cannot imagine what a strange feeling of fury you experience during an attack," Prince Andrei Bolkonsky, whom Boris was waiting for, entered the room. Prince Andrei, who loved patronizing relations with young people, flattered by the fact that they turned to him for protection, and well disposed towards Boris, who knew how to please him the day before, wanted to fulfill the desire of the young man. Sent with papers from Kutuzov to the Tsarevich, he went to the young man, hoping to find him alone. Entering the room and seeing an army hussar telling military adventures (the sort of people whom Prince Andrei could not stand), he smiled affectionately at Boris, frowned, narrowed his eyes at Rostov, and bowing slightly, wearily and lazily sat down on the sofa. He hated to be in bad company. Rostov flared up, realizing this. But it was all the same to him: it was a stranger. But, looking at Boris, he saw that he, too, seemed ashamed of the army hussar. Despite the unpleasant mocking tone of Prince Andrei, despite the general contempt that, from his army combat point of view, Rostov had for all these staff adjutants, to whom the newcomer was obviously included, Rostov felt embarrassed, blushed and fell silent. Boris asked what was the news at the headquarters, and what, without indiscretion, was heard about our assumptions?
“Probably, they will go ahead,” Bolkonsky answered, apparently not wanting to talk more in front of strangers.
Berg took the opportunity to ask with particular courtesy whether they would now issue, as was heard, double the fodder allowance to army company commanders? To this, Prince Andrei replied with a smile that he could not judge such important state orders, and Berg laughed joyfully.
“About your case,” Prince Andrei turned again to Boris, “we will talk later, and he looked back at Rostov. - You come to me after the show, we will do everything that will be possible.
And, glancing around the room, he turned to Rostov, whom he did not deign to notice the position of childish irresistible embarrassment, turning into bitterness, and said:
- You seem to be talking about the Shengraben case? You were there?
“I was there,” Rostov said with anger, as if by this he wanted to offend the adjutant.
Bolkonsky noticed the state of the hussar, and it seemed funny to him. He smiled slightly contemptuously.
- Yes! Lots of stories about this stuff!
“Yes, stories,” Rostov spoke loudly, looking at Boris and then Bolkonsky with furious eyes, “yes, there are many stories, but our stories are the stories of those who were in the very fire of the enemy, our stories have weight, and not stories of those staff thugs who receive awards without doing anything.
“Which do you suppose I belong to?” - calmly and especially pleasantly smiling, said Prince Andrei.
A strange feeling of anger and at the same time respect for the calmness of this figure was united at that time in the soul of Rostov.
“I’m not talking about you,” he said, “I don’t know you and, I confess, I don’t want to know. I'm talking about staff in general.
“And I’ll tell you what,” Prince Andrei interrupted him with calm authority in his voice. - You want to insult me, and I am ready to agree with you that this is very easy to do if you do not have sufficient respect for yourself; but you will agree that both the time and place are very badly chosen for this. One of these days we will all have to be in a big, more serious duel, and besides, Drubetskaya, who says that he is your old friend, is not in the least to blame for the fact that my physiognomy had the misfortune not to please you. However,” he said, getting up, “you know my name and you know where to find me; but do not forget,” he added, “that I do not consider myself or you offended at all, and my advice, as a man older than you, is to leave this matter without consequences. So on Friday, after the show, I'm waiting for you, Drubetskoy; goodbye, ”concluded Prince Andrei and went out, bowing to both.
Accent placement: NORMAL SCHOOL
NORMAL SCHOOL - in a number of countries ped. uch. institution that trains teachers arr. for the beginning schools. N. sh. arose in Austria in the 2nd half. 18th century, in France at the end of the 18th century, and in the 19th century. became widespread in the Anglo-Saxon countries, where later they became known as teacher's or ped. colleges. N. sh. available (1965) in France, Belgium, Luxembourg, French. areas of Switzerland and Canada, in most countries of Lat. America, in several African countries.
In France, there are 2 types of N. sh. - primary (ecoles normales primaires), preparing teachers at the beginning. schools, and higher (ecoles normal superieures), designed to train teachers cf. uch. establishments. Each department has 2 beginnings. N. sh. (male and female), where persons who have completed general education are admitted by competition colleges or 2nd - 3rd grade lyceums. The course of study in N. sh. - 4 years; first, students prepare for the exams for a bachelor's degree, then they receive a ped. preparation. In recent years, admission to N. sh has been practiced. people who already have a diploma bachelor(for them, a 2-year term of study is established). During the period of prof. preparation students study: general pedagogy, children. psychology, French history schools, school legislation, principles and methods of extracurricular activities. In addition, girls are studying home economics, and boys are taking courses in industrial technology and agriculture. production. Ped. practice lasts 8 weeks in the 1st year prof. preparation and 12 weeks - in the 2nd year. Uch-Xia live, as a rule, in boarding schools and are on the state. provision. Beginning N. sh. (where mainly children of working people study) have long been an important stronghold of democratic forces in the struggle against clericalism and political. reactions. In 1963/64 account. in the beginning N. ha. there were 34 thousand people. (almost half the number of students needed to meet the needs of the heads of schools in qualified teachers). In France, there are 4 higher N. sh., where people with a bachelor's degree are admitted (on the basis of rigorous competitive examinations). The term of study is 4 years; students are preparing for the exams for the title aggregation according to the main subjects of the humanities and natural-mathematical. cycles. The most famous is the Paris Higher Normal School, founded in 1795, which is considered an integral part of Sorbonne. Lecture courses at this school are conducted by the largest scientists of the country; The school gives students deep knowledge, but pays insufficient attention to ped. preparation.
In Belgium, N. sh., preparing teachers for the early system. education, organized similarly to the French. early N. sh. Teachers of the lower cycle, cf. schools graduate 2-year N. sh., where people are accepted with a complete cf. education. These N. sh. have f-you: native language and literature, foreign languages, mathematics and physics, geography and natural science, physical. education, artistic education.
In a number of countries, Zap. Europe, Latin America and Africa an educational institution that trains teachers mainly for primary schools. The first normal schools appeared in the 2nd floor. 18th century Austria and France... Big Encyclopedic Dictionary
In a number of countries in Western Europe, Latin America and Africa, an educational institution that trains teachers mainly for primary schools. The first normal schools appeared in the second half of the 18th century. in Austria and France. * * * NORMAL SCHOOL… … encyclopedic Dictionary
- (French École normale de musique de Paris) French ... Wikipedia
- (ENS) ... Wikipedia
- (Ecole Normal) (full. Higher Normal School on Ulm Street, Ecole normale superieure de la rue d Ulm), an institution of higher education in France, located in Paris (see PARIS), on Ulm Street 45 (hence the name). High normal school ... ... encyclopedic Dictionary
Higher Normal School Founded 1810 ... Wikipedia
- ... Wikipedia
- ... Wikipedia
FOREST SCHOOL- originally emerged as an institution for the rehabilitation and education of physically weak children who are lagging behind in schoolwork due to their poor health from their peers. At the heart of L. sh. lies the widespread use of the open air regime. Mode… … Big Medical Encyclopedia
Books
- normal physiology. Short course: textbook. allowance, Zinchuk V.V .. ...
- normal physiology. A short course, Zinchuk VV. The material on the main sections of normal physiology is presented in the form of tables, graphs, drawings and diagrams. Each chapter has a glossary. At the end is…
NORMAL SCHOOL - in a number of countries Zap. Europe, Latin America and Africa an educational institution that trains teachers mainly for primary schools. The first normal schools appeared in the 2nd floor. 18th century in Austria and France.
- - culture, with all forms typical of the fungus, especially with macroconidia, which in a culture of this type should be abundant, relatively uniform in shape and size ...
Glossary of botanical terms
- - DISPERSION - see....
Physical Encyclopedia
- - the convergence of the series "left from the bounded mappings of the set into the normed space Y, such that the series with positive terms composed of the norms of the mappings From the N. s. series converges ...
Mathematical Encyclopedia
- - regular surface - a value characterizing the deviation of the surface in the direction from its tangent plane at point P, coinciding in absolute value with the curvature of the corresponding normal ...
Mathematical Encyclopedia
- is a square matrix that commutes with its conjugate...
Mathematical Encyclopedia
- - honey. The average duration of a normal pregnancy is 280 days, counting from the first day of the last menstrual period...
Disease Handbook
- - sea water purified from foreign impurities with a precisely established chlorine content, used as an international standard for determining the salinity of sea water ...
Ecological dictionary
- - ".....
Official terminology
- - "... - a general educational institution of I - III levels with an appropriate profile for children in need of long-term treatment .....
Official terminology
- - "... - a general educational institution for children in need of correction of physical and mental development .....
Official terminology
- - the consistency of the binder solution, at which the dough of a given mobility is obtained - normal density - vodní součinitel - Normensteife - normal konzisztencia - heavy өtgөrөl - gęstość normal - densitate "...
Construction dictionary
- - ".....
Official terminology
- - see Art. Leveling height...
- - The Padua school, a painting school that developed in Padua and played a significant role in the formation and development of Renaissance art in Northern Italy ...
Great Soviet Encyclopedia
- - see NORMAL...
- - Exemplary school...
Dictionary of foreign words of the Russian language
"NORMAL SCHOOL" in books
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