Cendrillon ou Reine ?

I will challenge the methods that academic orthodoxy extols with the strong support of politicians and reformers, focusing my questioning on two points. 1) The origin in certain principles of modernity of these methods, whose harmful, if not devastating, effects are lamented by a minority, an origin from which they derive their power; 2) The reason for the enthusiastic support, if not zeal, they inspire in our ranks, which the answer to the first question should shed some light on. The denunciation of the pernicious aspects of modernity applies particularly to the faculties of education (my particular place of work), but that said, my undertaking reveals (in both senses of the word) a tacit and general logic that means that many of us (teachers as well as students) still have a worrying tendency to brandish the notion of modernity as if its positive meaning were self-evident.