| Summary: | The question of neutrality at school, about environmental issues, is at the confluence of several horizons : disciplinary didactics, professional didactics, epistemology and even philosophy. This article aims to give an overview of the works, questions and current issues on neutrality in education for socially acute questions. The challenge is to open up new research perspectives while identifying tensions between the idea of neutrality and the idea of commitment, more or less conscious tensions at school (programs, knowledge and actors). A first direction looks at the history of the notion of neutrality in the Republican school and its resonance in « education for » more generally. These first readings will allow to update the debate on educational issues and the social project to be “committed” in this context. The second direction aims to study the scientific neutrality of its approach and its knowledge. Then, how the construction of knowledge in this specific framework can contribute to the development of critical thinking ? The third direction is concerned with professional practices. How do teachers engage in teaching-learning these issues ? Three directions, which connected, permit us to understand that the notion of neutrality invites further reflection on that of commitment.
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