Éthique en éducation et en formation: Les Dossiers du GREE最新文献

{"title":"L’éducation, un paradigme pour concevoir l’autonomie ? Anthropologie féministe, vulnérabilité et care","authors":"Vanina Mozziconacci","doi":"10.7202/1066656AR","DOIUrl":"https://doi.org/10.7202/1066656AR","url":null,"abstract":"Cet article vise a clarifier et a evaluer les presupposes et les implications de la these suivante : reconnaitre que le care est l’affaire de toutes et de tous, car la vulnerabilite est un donne anthropologique, c’est egalement reconnaitre que l’education ⸺ entendue au sens le plus large, comme une croissance qui necessite des relations avec d’autres que soi ⸺ ne se reduit pas a un moment determine de la vie. Cette adoption du processus educatif comme modele conduit a redefinir la categorie morale et politique de l’autonomie. Pour mener cette analyse, je prendrai pour objet l’articulation entre care, education et reconstruction critique de la notion d’autonomie telle qu’elle est developpee dans un texte fondateur pour les theorisations feministes de l’« autonomie relationnelle », a savoir l’article « Reconceiving Autonomy: Sources, Thoughts and Possibilities » (1989) de Jennifer Nedelsky.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129256489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La formation au genre des futurs enseignantes et enseignants à l’épreuve des normes et des valeurs","authors":"Muriel Guyaz, B. Martin, Sylviane Tinembart","doi":"10.7202/1066659AR","DOIUrl":"https://doi.org/10.7202/1066659AR","url":null,"abstract":"La presente contribution analyse les effets des modalites et des contenus de la formation au genre dispensee aux etudiantes et etudiants (300 personnes par annee) de la Haute ecole pedagogique du canton de Vaud (Suisse) qui se destinent a l’enseignement dans les huit premiers degres de la scolarite (eleves âgees et âges de 4 a 12 ans). Notre intention est d’observer dans quelle mesure les concepts developpes dans les enseignements dispenses sont mobilises et compris par les etudiantes et etudiants dans le cadre de la certification.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129701976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nouveaux défis pour l’éthique en éducation à l’ère du numérique","authors":"D. LaFlamme","doi":"10.7202/1073733ar","DOIUrl":"https://doi.org/10.7202/1073733ar","url":null,"abstract":"The concept of a capable subject and the attestation of that subject’s ethical intention are central to Paul Ricoeur’s hermeneutic phenomenology. He sums up ethical intention as the ability to aim to live a fulfilled life, with and for others, within appropriate institutions. On the other hand, the available empirical evidence in moral psychology points rather toward the pre-eminence of automatic processes, emotion and intuition in moral judgments. In a digital age, this brings new challenges for moral education.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117285093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explicite et consentement. Critique individualiste de la séduction à l’usage des éducateurs soucieux des questions de genre","authors":"Camille Roelens","doi":"10.7202/1066657AR","DOIUrl":"https://doi.org/10.7202/1066657AR","url":null,"abstract":"Cet article propose une critique philosophiquement individualiste de la notion de seduction, laquelle merite d’etre pleinement saisie comme objet de reflexion ethique en education aujourd’hui, particulierement face aux interpellations qui posent le concept de genre. Quelques distinctions essentielles entre education, seduction et autorite sont d’abord posees dans une premiere partie. Une deuxieme partie precise comment ce propos s’inscrit dans une perspective d’education a l’autonomie, qui elle-meme gagne heuristiquement et ethiquement a integrer les questions et enjeux du genre. Une troisieme et derniere partie elabore une critique de la seduction comme mode de rapport entre individus, dans l’optique d’en proposer une solution qui soit a la fois a promouvoir dans le cadre d’une education soucieuse des questions et enjeux ethiques du genre et davantage compatible avec le fait de faire de l’autonomie individuelle de chacun le but de l’education et un ideal social a poursuivre.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128560859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vulnérabilité et éthique de la présence à l’ère numérique","authors":"Renaud Hétier, S. Blocquaux","doi":"10.7202/1084194ar","DOIUrl":"https://doi.org/10.7202/1084194ar","url":null,"abstract":"Digital technologies place their functionality and power at the service of a hypercommunication that is now reaching all strata of the population, especially students. Against this backdrop, the relationship with knowledge is itself reconfigured: cultural, scientific and academic contents, etc., are accessible online and students frequently use them. This communicational and informational efficiency allows social distancing and can reinforce it. Using the lens of the ethics of care, we can understand that the care that everyone needs, as a dependent being, requires a presence. This presence is not simple; it carries multiple parameters, including a certain relationship with others and a form of composure. In order to better understand this hiatus between digital distancing and presence, a survey was carried out among two groups of students, which allowed us to situate the experience and feelings of young people during the different phases of (COVID19) confinements and highlighted the extent of the difficulty induced by distance.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129475639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Les dispositifs de reconnaissance des compétences transversales non techniques, entre affranchissements subjectifs et déplacements des rapports de domination","authors":"Sébastien Bauvet","doi":"10.7202/1090445ar","DOIUrl":"https://doi.org/10.7202/1090445ar","url":null,"abstract":"The socio-technical instruments for the exploitation of soft skills, in particular of audiences in training, aim to circumvent the value of qualifications and/or technical skills, in favor of characteristics described as deeper for the individual, whose socio-professional ordeals are convertible into resources. These instruments are not free of paradoxes: Résumé : Les dispositifs sociotechniques de valorisation des compétences transversales non techniques, notamment des publics en formation, ont pour ambition de contourner la valeur des qualifications et/ou des compétences techniques au profit de caractéristiques décrites comme plus profondes chez l’individu, dont les épreuves socioprofessionnelles sont convertibles en ressources. Ces dispositifs n’échappent pas à certains paradoxes : en ne s’éloignant qu’en partie des effets des capitaux scolaires, ils prennent le risque d’une invisibilisation des inégalités sociales. Par ailleurs, s’ils se détournent de la valeur symbolique des structures au profit de l’analyse des conduites et de l’expérience vécue, ils ne remettent pas nécessairement en question les hiérarchies à l’œuvre dans le monde social. Il demeure ainsi une ambivalence dans la construction du rapport à soi, entre affranchissement des repères normatifs en lien avec l’excellence scolaire et/ou la réussite professionnelle, et affaiblissement de la critique des processus de production pédagogique et pratique par l’individualisation des normes d’accomplissement. Abstract : The socio-technical instruments for the exploitation of soft skills, in particular of audiences in training, aim to circumvent the value of qualifications and/or technical skills, in favor of characteristics described as deeper for the individual, whose socio-professional ordeals are convertible into resources. These instruments are not free of paradoxes: by only partially freeing themselves from the effects of educational capital, they take the risk of an invisibilization of social inequalities. Moreover, if they turn away from the symbolic value of structures in favour of the analysis of behaviours and lived experience, they do not necessarily question the hierarchies in the social world. There remains an ambivalence in the construction of the relationship to oneself between emancipation from social norms linked to academic excellence and/or professional success, and weakening of the critique of educational and practical production processes by the individualization of standards of achievement.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130565486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La présence enseignante lors d’incidents critiques en classe au Québec","authors":"J. St-Pierre","doi":"10.7202/1094524ar","DOIUrl":"https://doi.org/10.7202/1094524ar","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131414319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enjeux éthiques de la présence professionnelle","authors":"S. Mallard, Gwénola Réto","doi":"10.7202/1094520ar","DOIUrl":"https://doi.org/10.7202/1094520ar","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126110187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyse des programmes d’éducation civique et morale au Burkina Faso : étude sur la validité d’un modèle","authors":"Iphigénie Aïdara Yago, Nancy Bouchard, M. daniel","doi":"10.7202/1084200ar","DOIUrl":"https://doi.org/10.7202/1084200ar","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130686910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pouvoir, inconfort et apprentissage : les cours féministes peuvent-ils et doivent-ils être des espaces préfiguratifs et sécuritaires ?","authors":"G. Pagé","doi":"10.7202/1066655AR","DOIUrl":"https://doi.org/10.7202/1066655AR","url":null,"abstract":"L’enseignement feministe se donne souvent comme mandat d’etre prefiguratif, c’est-a-dire de produire dans le ici et maintenant les formes de relations sociales qui sont l’objectif des mouvements (feministes) (Boggs, 1977, p. 100). De meme, les pedagogues feministes tentent souvent de creer des espaces dits « securitaires » (safe space), ou les personnes apprenantes se sentent en securite d’exprimer leurs pensees (Holley et Steiner, 2005). S’il est important et legitime de favoriser la participation de tous, particulierement des personnes qui prennent rarement la parole publiquement (les femmes et les personnes racisees), j’avance, a l’instar de hooks (1994) et de Barret (2010), que tenter de creer un espace securitaire (safe space) dans une salle de classe n’est ni realiste ni desirable. Je propose plutot d’investir le concept d’« espace d’apprentissage » et d’y construire des pratiques pedagogiques feministes visant a outiller les personnes etudiantes pour qu’elles deviennent des actrices de changement jonglant avec des personnes et des contextes imparfaits.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127440126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}