Dans une situation d’important développement économique porté par les efforts de plusieurs générations au cours des années qui ont suivi la politique de la réforme et de l’ouverture en Chine, l’éducation esthétique s’inscrit à nouveau dans la politique éducative chinoise, après avoir été supprimée par Mao en 1958. De ce fait, l’éducation artistique, que la conception chinoise distingue de l’éducation artistique proprement dite, a connu également un développement d’ampleur. De nos jours, l’éducation artistique retient de plus en plus l’attention du gouvernement chinois, en raison de ses effets dans le processus de l’édificationet de la modernisation socialiste, ainsi que dans le renforcement de l’influence de la Chine dans le monde. A travers les analyses des politiques éducatives et des textes officiels, notre recherche consiste à dégager les rôles et les fonctions de l’éducation artistique dans la Chine contemporaine et à chercher à comprendre les raisons pour lesquelles le gouvernementchinois met l’accent sur ce type d’éducation. Ce travail nous conduit à dégager et à analyser les principaux facteurs qui influencent et expliquent son développement en Chine. / In a situation of important economic development carried by the efforts of several generations during the years which followed the reform policy and the opening in China, the esthetic education joins again in the Chinese education policy, having been eliminated by Mao in 1958. Therefore, the arts education, which the Chinese conception distinguishes from the esthetic education itself, also knew a development of scale. Nowadays, the arts education holds more and more the attention of the Chinese government, because of its effects in the process of the construction and the socialist modernization, as well as in the strengthening of the influence of China in the world. Through the analyses of education policies and official texts, our search consists in clearing the roles and the functions of the arts education in contemporary China and in trying to understand reasons why the Chinese government puts the accent on this educational type. This work leads us to clear and to analyze the main factors which influence and explain its development in China.

This philosophical, anthropological study within a fundamental agogic perspective, employed an existential phenomenological approach to find out what adulthood is, fundamentally. Adulthood as being-ethical, is a more adequate description than chronological, biological, psychological and sociological descriptions of adulthood. Finding out what being-ethical is, required investigating what it means to be human. Only humans exist, and must participate effectively in agogic-dialogic relationships to alleviate existential yearning and experience dignifiedness. A code of effective agogy is presented. This code is the basis for a universal, fundamental code of ethics which transcends particular moral codes and professional codes of ethics. The words "ethicals", "ethicalness" and "ethicality" are employed to name, respectively, individual requirements in the code; acting according to the code; and the inescapable interrelatedness of experiencing dignifiedness and adhering to ethicals. Detailed explanations are given of what it means to respond fundamentally ethically. Adultness, humanness and ethicalness are different perceptions of the same continuum. All humans, whether aware of it or not, have an unattainable ideal of perfect humanness, to which they must perennially progress in order to experience dignifiedness, and humanness entails perennially becoming more human. Since no human can become perfectly human, the ideal of perfect humanness can be called "God". This means that the code of humanness is also the code of Godliness and the word "spiritual" is used to distinguish fundamental God from religious Gods. Spiritual responsibility is the interrelatedness of being-questioning and being-questioned. Ultimately, a person's humanness is assessed against the ideal of perfect humanness, by his or her own spiritual conscience. Humanity is the interrelatedness of the realities of existentiality, agogicality, ethicality, and spirituality and humanness is the inseparability of the continua of existentialness, ethicalness, agogicalness and spiritualness. A detailed existential-ethical description of education is given. The thesis ends with a post-scientific view of what essentially agogic orientated (educative) teaching is, and four recommendations are offered to enhance the effectiveness of agogy in teaching and learning institutions. Despite an extensive and radical study, it is acknowledged that the mystery that is humanity, can never be totally revealed. / Educational Studies / D. Ed. (Philosophy of Education)

This thesis tries to give a critically considered view of what New Age thought is about, where it came from, and where it takes education and the scientific quest for truth. The interest of this study lies in exposing the underlying New Age beliefs and premises so that the implications that New Age thought has for truly meaningful human development and the educational and scientific quest for truth can be determined. A historical investigation which proceeds from the assumption that New Age thought is a phenomenon with philosophical underpinnings that lie in Western historical dynamics is utilised in order to extract and give context to the beliefs and premises in which New Age thought is anchored. Firstly, the movements in the West's alternative mystical and magical spiritual tradition from which current New Age spiritual approaches issue are scrutinized. This is followed by an exploration of mainstream Western history. Foundational premises and central ideas concerning New Age anthropology, morality, cosmology, and epistemology which issue forth from theories in Western philosophy, psychology, and science are identified and critically analysed. From these analyses, the meaning and direction that New Age thought circumscribes for human development and learning are fully explored and evaluated. It is found that New Age thought upholds a magical worldview in which the objective existence of truth is denied. Because New Age thought does not create educational space in which the quest for truth as obedience to truth can be learnt and practised, emotional, moral, and cognitive development is arrested and the real, educational value in scientific inquiry is defeated. This study is concluded with suggestions that are personal yet grounded in the findings of this research as to the defense and upholdment of the idea of objective truth in moral and intellectual education. / Educational Studies / D. Ed. (History of Education)

Quels types de connaissance (re)produisent et défont les conflits dits « ethniques »? Pourexplorer cette question, cette thèse investit trois champs de recherche : celui des processusidentitaires ; celui du conflit ; celui de l'éducation/formation, en particulier la constructionsociale et la transmission informelle de récits d'histoire. Elle s'intéresse à la période dite «des Événements » en Kanaky-Nouvelle-Calédonie. L'analyse se base sur plusieurs mois deterrain (principalement Nouméa, nord-est et Lifou) et sur une vingtaine d'entretienssemi-directifs, réalisés avec des personnes vivant pour la plupart en tribu, nées entre 1939 et2005 et ayant expérimenté cette période de diverses façons. Elle s'attache à mettre en lien levécu des Événements, leur transmission et les représentations construites autour de la notionde destin commun. D'un point de vue théorique, elle tend à s'éloigner progressivement d'unelecture du conflit en termes culturels, pour en privilégier une analyse pragmatique. / What kind of knowledge (re )produce or undo « ethnie » conflicts? To explore this question, thisthesis invests three fields of research: identical processes; conflict; education/learing, in particularsocial construction and informai transmission of history narratives. It is interested in the said periodof« Events» in Kanaky-New-Caledonia. The analysis is based on several months offieldwork(mainly Nouméa, Northeast and Lifou). It covers about twenty semi-directive research interviews,realized with people living for the most part in tribe, having been born between 1939 and 2005.andhaving experimented this period of diverse ways. It attempts to link the real-life experience of theEvents, their transmission and the social construction of representations about « common fate ».From the theoretical point ofview, it goes away from a culturalist reading of the conflict, promotinga pragmatic analysis.

Cette thèse questionne les pratiques des enseignants et leur capacité à exploiter les appareils théoriques présentés durant leur formation à l’enseignement dans leur pratique quotidienne. L’objectif est d’analyser des « praxéologies » d’enseignement, au travers de l’étude de la transposition qui s’effectue dans le cas de la formation aux théories de « l’éducation centrée sur la résolution de problèmes (PCE) » vers les pratiques concrètes d’enseignement. Les parties théoriques s’emploient à définir la notion de « compétences à enseigner » ainsi que la notion de PCE. Le but ultime est de définir les compétences qui sont indispensables pour l’organisation de l’apprentissage dans le cadre de la PCE. La partie empirique étudie les praxéologies des enseignants qui travaillent avec la PCE. L’analyse des données permet de repérer dans les praxéologies des professeurs des éléments pertinents pour l’enseignement dans le cadre du modèle PCE qui représentent certains indicateurs de compétence. / The research addresses the problem of teaching competences and the transposition of certain theoretical understandings into teachers’ own practice.The aim is to study teaching praxeologies of teachers who learn to work with the Problem-Centred Education (PCE) in order to shed light into the question of how teachers construct their teaching competence in this domain.The theoretical part explores the concept of teaching competences in general and defines those relevant for the PCE in particular. The concept of the PCE is also defined and positioned among the existing ‘problem’ approaches. The aim is to outline teaching competences relevant for the PCE.The empirical part aims at studying teachers’ understanding and practical application of the Problem-Centred Education. The analysis allowed revealing certain essential components in teachers’ praxeologies that are assumed to serve as an indicator of a certain level of teaching competence in the domain of the PCE. A tentative relation between some components has also been suggested.

Les enfants (d') immigrés sont porteurs d'une langue et d'une culture familiales différentes de celles de la société d'arrivée et de son école. Or, la langue et la culture familiales jouent un rôle important dans le développement harmonieux de l'enfant et son « intégration » à la société d'arrivée. L'école qui doit permettre à l'enfant d'une part de se construire en tant qu'individu et d'autre part de trouver sa place dans la société où il vit, véhicule une culture différente, considérée comme légitime. Que fait-elle des langues et cultures familiales des enfants (d') immigrés? Jusque dans les années 1970, rien de particulier n'était prévu pour les enfants (d') immigrés scolarisés. Ils devaient se fondre dans la masse des élèves. Avec la mise en place d'une politique de regroupement familial, l'institution scolaire a commencé à prendre en compte ces enfants. Deux dispositifs ont été institués : des structures d'accueil pour les enfants non francophones et des enseignements de langue et culture d'origine. Cependant, si ces dispositifs constituent un premier pas dans la prise en compte des enfants (d') immigrés dans les écoles, elles restent dans une logique simultanément assimilationniste et différencialiste. Au delà de la conception de ces dispositifs, les observations effectuées dans les classes d'accueil et les cours de langue et culture d'origine de Côte d'Or ainsi que les entretiens et les enquêtes réalisées auprès des enseignants de ce département ont montré différents problèmes matériels, techniques et humains dans leur fonctionnement. Par ailleurs, la période de scolarisation joue un rôle important dans la construction des enfants et ce que l'on y enseigne marque pour longtemps. Ainsi, la place donnée aux cultures extra-occidentales ainsi que l'image de l'autre véhiculée au cours de celle-ci, en particulier par les manuels scolaires, d'une part constituent le miroir de la manière de voir l'autre plus généralement dans la société d'arrivée, et d'autre part emportera des conséquences sur le long terme, sur la société de demain. L'occidentalo-centrisme qui caractérise l'enseignement de l'histoire et de la littérature entraîne une dévalorisation/stigmatisation de l'Autre, de ses langues et de ses cultures qui est transmise aux élèves. / Immigrant(s') children are the purveyors of a family tongue and culture which differ from that of the host country and its education system, when in fact, family culture and the mother-tongue play a major role in harmonious child development and in his/her integration into society. School, which should aim at both enabling the child to establish himself/herself as a subject and finding his/her place in society, conveys a different culture, which is regarded as legitimate. What about the tongues and cultures of immigrant children? Until the 1970s, nothing specific was schemed for immigrant school children. They had to merge with the rest. Family reunification policies brought along the taking into account of these children. Two systems were introduced : childcare facilities for non-francophone children and courses in the culture and language of their country of origin. Yet, if such policies have been a first step towards the taking into account of immigrant children within education systems, they've remained within a pattern of simultaneous assimilation and differentiation. Beyond what these policies intended, the observations made in the « reception and integration » classes and language and cultural courses of Côte d'Or, along with the interviews and surveys carried out with the teachers of the county, have pointed out different practical and human problems in their very functioning. Moreover, the schooling years play an important part in the building up of children and what is taught will leave its mark for long. Thus, the importance given to overseas cultures as well as the image of the other conveyed during that time, particularly through books, constitute the mirror of the way to see the other in the host society on the one hand, and will bear long-time consequences on tomorrow's society on the other hand. The western ethnocentrism which characterizes the teaching of History and Literature leads to the stigmatization of the Other, through the tongues and cultures transmitted to students.

The thesis deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/'hoansi ("Bushmen") of Nyae Nyae in North Eastern Namibia. Contextual Pedagogy derives from the notion of Contextual Theology and is thus initially based on a pedagogical analysis of the KAI ROS-Document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine and explain the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curriculum for a teacher training course as well as a curriculum for Grade 1-3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-empowerment within a context of development work. By doing so, the previous Conditional Fields of pedagogic work within a theoretical framework of Contextual Pedagogy become extended in relevance for a pedagogical context of a post-colonial society with special reference to marginalized subjects. In conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia. / Educational Studies / D.Ed.(Didactics)

Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop tot die globaliseringsverskynsel ondersoek. Daar word gekonsentreer op die benadering van vier f ilosowe wat met reg die f ilosof iese wegbereiders van bogenoemde verskynsel genoem kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n belangrike bydrae tot die bevordering van die Globalisme gelewer. Vervolgens word op die aanloop tot •n plurale samelewingsverband en die fundamentele rol van verskeie ideologiee gef okus. Verskeie globalistiese en inoutentieke opvoedings- en onderwysbenaderings word ook ontleed om die neerslag van die Globalisme op onderwysgebied aan die lig te bring. Die berekende denke voer die botoon in die globalistiese bestel, gevolglik word die besinnende denke nie in die opvoeding en onderwys in aanmerking geneem nie. Die globaliseringsverskynsel het onder andere die volgende implikasies vir die opvoeding en onderwys: Inoutentieke beroepsafrigting. Identiteitskrisis. Ontheemding Waarde- en normrelativisme. Gedegradeerde mens- en kindbeskouing. Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of Globalism is examined in this study. The approach of four philosophers who may aptly be described as the philosophical pioneers of Globalism, has been focused upon. Feuerbach, Marx, Nietzsche and Dewey have certainly made an important contribution towards the advancement of this phenomenon. The advent of a pluralistic societal structure and the fundamental role of several ideologies, responsible for the advancement of a globalistic society, will also be focused upon. Various inauthentic and globalistic approach~s to education are analised in order to illustrate the impact of Globalism on education. Natural-scientific thought sets the pace in the globalistic order, with the result that reflective thought is not taken into account in education. The implications of the globalistic phenomenon for education are the following: Inauthentic job training. Identity crisis. - Alienation. - Value and norm relativism. - Degraded view of mankind and the child. - Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

Le présent travail de thèse aborde la problématique des effets de pairs en contexte scolaire. A partir de l’analyse détaillée d’une large base des données issue d’une enquête nationale au Chili (SIMCE 2004), on s’interroge sur les mécanismes qui véhiculent les influences entre élèves différemment dotés d’un point de vue de leurs capitaux culturels, humains et scolaires. Ces influences sembleraient présentes sur différents résultats à l’école, y compris ceux de type académique. Considérant la littérature produite sous différentes approches disciplinaires —sociologie, économie, psychologie sociale et sciences de l’éducation — on s’attarde sur les manières d’identifier et de mesurer lesdits effets de pairs. En même temps, on considère la présence de dimensions subjectives capables d’exprimer, en partie, le vécu scolaire des élèves. Ces dimensions seraient, par ailleurs, reliées à la présence des pairs et aux interactions entre élèves. De manière additionnelle, on propose une révision de la littérature sur le système scolaire au Chili, notamment sur sa segmentation socio-scolaire et sa relation avec le mécanisme de vouchers. Dans ce cadre, trois interrogations principales organisent ce travail. D’une part, l’existence ou non d’un impact net sur les acquis scolaires des pratiques d’étude faisant appel aux camarades. Ensuite, la présence probable des influences sous la forme des « transferts des capitaux » entre élèves différemment dotés et déclarant pratiquer l’entraide. Enfin, les relations qui s’avèrent visibles entre ces pratiques et des dimensions telles que le bien-être à l’école ou le concept du soi académique, mais aussi, entre ces dernières et les acquis scolaires. Une séquence d’analyses est entreprise visant à donner des bases robustes aux éventuelles réponses à ces questions. Entre autres, différentes séries d’analyses de régression hiérarchique et par quantiles ont été conduites sur quatre disciplines scolaires. Les principaux résultats de recherche indiquent, d’un côté, que les interactions entre élèves sont assez répandues en milieux scolaire (entre 22% et 41% en moyenne), mais leur proportion varie d’une discipline à l’autre et selon la direction qui prend l’aide. Plus encore, ces interactions sont significativement liées aux résultats scolaires. A conditions comparables, les élèves académiquement faibles gagnent à être aidés par leurs camarades, quelque soit la discipline concernée. En même temps, les élèves qui aident leurs camarades montrent toujours un profil académique fortement associé à des gains de score assez importants. D’un autre côté, on trouve que les élèves possédant plus de capital culturel ont, toutes choses égales par ailleurs, de plus fortes chances de déclarer aider leurs camarades. Enfin, les analyses confirment que les interactions entre élèves sont, de manière importante et significative, liées aux sentiments de bien-être à l’école et au concept de soi académique. La construction d’indices pertinents pour ces derniers est, d’ailleurs, discutée. Différents résultats secondaires ont été aussi produits et discutés, notamment la confirmation, pour la première fois dans le cas chilien, des hypothèses associées au paradigme BFLPE (Marsh, 1987). Ces résultats sont discutés dans leurs probables conséquences en termes de politique éducative, notamment dans le cadre des systèmes éducatifs à forte ségrégation sociale et scolaire. / This Thesis addresses the issue of peer-effects in the context of school. From analysis of a large database produced by a Chilean national study (SIMCE 2004), this work investigates the mechanisms through which pupils with different levels of scholastic, human and cultural capital influence each other. These influences seem present for a diverse range of school outcomes, including academic achievement. Drawing on the literature produced by different disciplinary approaches —sociology, economics, social psychology and education— the study focuses on ways of identifying and measuring peer-effects. The presence of subjective dimensions capable of reflecting, in part, the school experience of pupils is also taken into consideration. Beside, those dimensions are connected both with peers presence and peer interactions. In addition, the thesis re-examines the existing literature on the Chilean school system, including its social and academic segregation and its relationship with the voucher system. Within this framework, three main points of interrogation organize this work. First, whether study practices which involve peer assistance have a clear impact on standardized school test scores. Second, the likely presence of influences, —in the form of “capitals transfers”— between pupils with different backgrounds who practice peer assistance. Finally, the visible relationships between peer assistance and feelings of well-being at school or academic self-concept, but also, between the latter and school achievement. A sequence of analysis was undertaken out to provide robust foundations for possible answers to those questions. Among other things, different sets of hierarchical and quantile regression analysis were conducted in four school subjects. The main research findings show, on the one hand, that peer assistance between pupils is fairly widespread in the school context (between 22% and 41% in average) but its prevalence varies according to the subjects and the directionality of the assistance. Further, those peer assistance is significantly related at school achievement. In all subjects and at similar conditions, poor achievers benefit from help by their classmates. At the same time, those that help their classmates always showed a strong academic profile related to the higher and greater gains in test scores. In the other hand, we find that pupils with more cultural capital, all other things held constant, are more likely to report help other pupils. Finally, this research confirms that the relationship peer assistance and feelings of school well-being and academic self-concept is large and significant. Several secondary findings were also produced and discussed, including confirmation, for the first time in Chilean case, of the hypothesis associated with the paradigm BFLPE (Marsh, 1987). Those results are discussed with regard for their probable consequences in terms of educational policy, particularly in systems with high academic and social segregation.