Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education

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Therapeutic Communities Pub Date : 2017-09-05 DOI:10.1108/TC-03-2017-0010

G. Roets, P. Smeyers, M. Vandenbroeck, M. B. Bie, I. Derluyn, R. Roose, B. Vanobbergen, Lieve Bradt, A. V. Gorp

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引用次数: 1

Abstract

Purpose The purpose of this paper is to reflect on how Eric Broekaert perceived “Ortho-pedagogy” as an academic discipline. Design/methodology/approach The authors try to get a grasp on Broekaert’s point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education. Findings One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert’s paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a “choc des idees” and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991). Originality/value The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis.

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从埃里克·布洛卡尔特的综合和整体的教育范式思考

本文的目的是反思埃里克·布罗卡尔特是如何将“正统教育学”视为一门学科的。作者试图通过交叉阅读三篇中心文章来理解Broekaert的观点，在这些文章中，Broekaert解释了他的综合和整体的教育范式。有人可能会争辩说，虽然埃里克·布罗卡尔特全人教育范式的不同认识论、本体论和方法论方法不容易整合，但他在这一主张中产生的潜在悖论也使“观念的选择”成为可能，并挑战和启发了广泛的研究人员和实践者，他们在教育实践中采取了局部的、可定位的、批判性的、反思性的和临时的立场(Lather, 1991)。作者讨论了Broekaert作为生活中的伴侣，如何使他们在教育实践的发展中谨慎地接受紧张、矛盾和复杂性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Therapeutic Communities SUBSTANCE ABUSE-

CiteScore

0.50

自引率

50.00%

发文量

期刊介绍： The Journal publishes academic papers, case studies, empirical research and opinion. The Journal is interested in publishing papers that critically creatively engage with ideas drawn from a range of discourses: the therapeutic community movement and other related professional practice, psychoanalysis, art, literature, poetry, music, architecture, culture, education, philosophy, religion and environmental studies. It will be of value to those who work in health services, social services, voluntary and charitable organizations and for all professionals involved with staff teams in therapeutic and supportive organizations.