À partir de l’étude des pratiques éducatives de Jean Itard et Roch Ambroise Sicard, cet article examine comment les approches médicales et pédagogiques de traitement des soi-disant « idiots » ont émergé dans les états allemands au cours du xixe siècle. Après avoir analysé les modalités et les étapes théoriques qui marquent la transition du concept de « sauvagerie » chez Itard au concept de l’« idiotie » chez Édouard Séguin, il s’agit d’interroger les enjeux de l’enquête lancée par l’État prussien en 1883 pour déterminer la propagation et les causes de l’idiotie endémique dans les Länder allemands. Enfin, on étudiera les pratiques pédagogiques dans une institution spécifique pour « idiots » (Idiotenanstalt), le Kalmenhof près d’Idstein, une petite ville de Hesse située près de Francfort-sur-le-Main. L’article montre comment, à partir d’une certaine conception du développement, on a créé des institutions et des formes de connaissance spécialisée qui imposent une conception des identités, individuelles et collectives, de plus en plus « fixistes ». In this article, we shall examine how medical and pedagogical approaches to treating so-called “idiots” emerged in the German Länder in the course of the nineteenth century, starting from the educational practice of Jean Itard and Roch Ambroise Sicard. Having analysed the theoretical stages and processes that led from the concept of “wildness” in Itard to the concept of “idiocy” in Édouard Séguin, we focus on the stakes involved in the survey undertaken in 1883 by the Prussian State to determine the spread and causes of the idiocy endemic to the German Länder. Lastly, we shall examine the pedagogical practices in a particular institution for “idiots” (Idiotenanstalt), the Kalmenhof near Idstein, a small town in Hesse situated near Frankfurt am Main. The article shows how a certain conception of development underpinned institutions and specialist knowledge which imposed an increasingly “fixist” notion of individual and collective identity.
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