Abstract
This study explores the issues of teaching science in Algeria (with a particular focus on medical studies) in a post-colonial context that carries the historical marks of a certain number of discontinuities within political, institutional, social, educational and cognitive spheres. These last two dimensions receive particular attention with regard to their repercussions within the construction of professional and social identities among Algerian students of medicine. Underpinning this work, implemented through questionnaires and interviews, is the hypothesis that there might be pedagogical shortcomings in the way in which two world-views and the medical discipline relate. The first world-view, predominantly presented in Arabic via the school system in the primary and secondary cycles, is characterised by a Manichean view of the world: heaven/earth, hell/paradise, good/evil and allowed/forbidden. The second, taught in universities in French language without pedagogical preparation, is that of relativism and evolutionism. The results of the study demonstrate the confusion and the referential hiatus present in areas of knowledge proposed in each language, and the existential and social functionality that is attributed to each: Arabic, considered to reflect local values and culture, while French, used in fragmented manner, is instrumental and consumerist.
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