The principal goal of ENS is the training of professors, researchers and public administrators. Among its alumni there are 13 Nobel Prize laureates including 8 in Physics (ENS has the highest ratio of Nobel laureates per alumnus of any institution worldwide), 11 Fields Medalists (the most of any university in the world), more than half the recipients of the CNRS's Gold Medal (France's highest scientific prize), several hundred members of the Institut de France, and scores of politicians and statesmen. The school has achieved particular recognition in the fields of mathematics and physics as one of France's foremost scientific training grounds, along with notability in the human sciences as the spiritual birthplace of authors such as Julien Gracq, Jean Giraudoux, Assia Djebar, and Charles Péguy, philosophers such as Henri Bergson, Jean-Paul Sartre, Louis Althusser, Simone Weil, Maurice Merleau-Ponty and Alain Badiou, social scientists such as Émile Durkheim, Raymond Aron, and Pierre Bourdieu, and "French theorists" such as Michel Foucault and Jacques Derrida.
The ENS is a grande école and, as such, is not part of the mainstream university system, although it maintains extensive connections with it. The vast majority of the academic staff hosted at ENS belong to external academic institutions such as the CNRS, the EHESS and the University of Paris. This mechanism for constant scientific turnover allows ENS to benefit from a continuous stream of researchers in all fields. ENS full professorships are rare and competitive. Generalistic in its recruitment and organisation, the ENS is the only grande école in France to have departments of research in all the natural, social, and human sciences. Its status as one of the foremost centres of French research has led to its model being replicated elsewhere, in France (at the ENSes of Lyon, Paris-Saclay, and Rennes), in Italy (at the Scuola Normale Superiore in Pisa), in Romania, in China and in former French colonies such as Morocco, Mali, Mauritania, and Cameroon.
The current institution finds its roots in the creation of the Ecole normale de l'an III by the post-revolutionary National Convention led by Robespierre in 1794. The school was created based on a recommendation by Joseph Lakanal and Dominique-Joseph Garat, who were part of the commission on public education. The Ecole normale was intended as the core of a planned centralised national education system. The project was also conceived as a way to reestablish trust between the Republic and the country's elites, which had been alienated to some degree by the Reign of Terror. The decree establishing the school, issued on 9 brumaire, states in its first article that "There will be established in Paris an Ecole normale (literally, a normal school), where, from all the parts of the Republic, citizens already educated in the useful sciences shall be called upon to learn, from the best professors in all the disciplines, the art of teaching."
The inaugural course was given on 20 January 1795 and the last on 19 May of the same year at the Museum of Natural History. The goal of these courses was to train a body of teachers for all the secondary schools in the country and thereby to ensure a homogenous education for all. These courses covered all the existing sciences and humanities and were given by scholars such as: scientists Monge, Vandermonde, Daubenton, Berthollet and philosophers Bernardin de Saint-Pierre and Volney were some of the teachers. The school was closed as a result of the arrival of the Consulate but this Ecole normale was to serve as a basis when the school was founded for the second time by Napoleon I in 1808.
Indeed, on 17 March 1808, Napoleon created by decree a pensionnat normal within the imperial University of France charged with "training in the art of teaching the sciences and the humanities". The establishment was opened in 1810, its strict code including a mandatory uniform. By then a sister establishment had been created by Napoleon in Pisa under the name of Scuola normale superiore, which continues to exist today and still has close ties to the Paris school. Up to 1818, the students are handpicked by the academy inspectors based on their results in the secondary school. However, the "pensionnat" created by Napoleon came to be perceived under the Restoration as a nexus of liberal thought and was suppressed by then-minister of public instruction Denis-Luc Frayssinous in 1824.