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

{"title":"La subjectivité au crible des dispositifs éducatifs contemporains","authors":"Maryvonne Merri, C. Roiné, Gustavo Barallobres, S. Grossmann","doi":"10.7202/1090440ar","DOIUrl":"https://doi.org/10.7202/1090440ar","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"9 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":"130020099","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":"Autonomie et reproduction : une perspective didactique sur la question de l’apprentissage dans le modèle d’enseignement explicite","authors":"Jean-Luc Bilodeau","doi":"10.7202/1090443ar","DOIUrl":"https://doi.org/10.7202/1090443ar","url":null,"abstract":"This paper presents an analysis of the explicit teaching model as described in Quebec scientific writings associated with research on effective teaching practices. First, the author presents a theoretical perspective derived from the theory of didactic situations and Cornelius Castoriadis’s theory of autonomy. This theoretical articulation leads to posit the creative activity of students and their participation in the community of mathematical knowledge as constitutive of the learning process in the classroom. Secondly, this theoretical perspective serves as a basis for the analysis of interpretations of learning offered by certain Quebec scientific writings associated with effectiveness in education. The article shows that these writings, as a device promoting certain forms of learning, participate in a process in which subjects who contribute to educational institutions cannot recognize the mathematical knowledge developed as the product of their own work. Résumé : L’article rend compte d’une analyse du modèle d’enseignement explicite tel que décrit dans les écrits scientifiques québécois associés aux recherches sur les pratiques efficaces. Dans un premier temps, l’auteure présente une perspective théorique issue de la théorie des situations didactiques et de la théorie de l’autonomie de Cornelius Castoriadis. Cette articulation théorique amène à poser l’activité de création des élèves et leur participation à la communauté des savoirs mathématiques comme constitutives de l’apprentissage dans la classe. Dans un deuxième temps, cette perspective théorique sert d’assise pour l’analyse des interprétations de l’apprentissage que proposent certains écrits scientifiques québécois associés à l’efficacité en éducation. L’article montre que ces écrits, en tant que dispositif promouvant certaines formes d’apprentissage, participent d’un processus par lequel les sujets qui contribuent aux institutions didactiques ne peuvent reconnaître les connaissances mathématiques élaborées comme le produit de leur propre travail. Abstract : This paper presents an analysis of the explicit teaching model as described in Quebec scientific writings associated with research on effective teaching practices. First, the author presents a theoretical perspective derived from the theory of didactic situations and Cornelius Castoriadis’s theory of autonomy. This theoretical articulation leads to posit the creative activity of students and their participation in the community of mathematical knowledge as constitutive of the learning process in the classroom. Secondly, this theoretical perspective serves as a basis for the analysis of interpretations of learning offered by certain Quebec scientific writings associated with effectiveness in education. The article shows that these writings, as a device promoting certain forms of learning, participate in a process in which subjects who contribute to educational institutions cannot recognize the mathematical knowledge developed as the ","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"5 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":"124436388","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":"Le souci de soi dans les dispositifs pédagogiques contemporains – L’exemple de l’éducation à la pleine conscience","authors":"C. Roiné, S. Grossmann","doi":"10.7202/1090442ar","DOIUrl":"https://doi.org/10.7202/1090442ar","url":null,"abstract":"Mindfulness education programs have entered schools in many countries for over a decade. They are part of a more global cultural shift emphasizing \"care of the self\". These techniques are supposed to produce new subjects with multiple skills which enable them to learn better, adapt better and ultimately Résumé : Les dispositifs de présence attentive ou d’éducation à la pleine conscience intègrent, depuis plus d’une dizaine d’années, les milieux scolaires de nombreux pays. Ils s’inscrivent dans un mouvement plus général de « souci de soi ». Ces techniques sont censées produire de nouveaux sujets développant des compétences multiples pour mieux apprendre, mieux s’adapter et in fine mieux vivre. On pourrait d’emblée considérer ces dispositifs comme potentiellement vertueux. Cette première impression requiert cependant de mettre à l’étude les subjectivités potentiellement soutenues par ces dispositifs et de réinscrire cet engouement pour l’histoire occidentale. L’article se propose de brosser un état des lieux des usages de la pleine conscience en éducation et d’explorer les arrière-plans et les déplacements qu’ils opèrent lorsqu’ils pénètrent dans l’enceinte scolaire. Il se conclut sur une analyse des subjectivités potentiellement fabriquées par les dispositifs de PC et sur une hypothèse que ces pratiques contemporaines du souci de soi s’inscrivent dans le prolongement d’une double sécularisation chrétienne occidentale. Mots-clés : Abstract: Mindfulness education programs have entered schools in many countries for over a decade. They are part of a more global cultural shift emphasizing \"care of the self\". These techniques are supposed to produce new subjects with multiple skills which enable them to learn better, adapt better and ultimately live better. One could at first glance consider these programs as potentially virtuous. However, this first impression requires one to examine what subjectivities are potentially shaped by these “dispositifs” and to examine this phenomenon within Western history. The aim of this paper is to describe how mindfulness takes shape in education and to explore the backgrounds and displacements these programs operate when they enter school settings. This exploration leads to an analysis of the subjectivities potentially fabricated by such programs and concludes with a hypothesis that contemporary “care of the self” practices are an extension of a double Western Christian secularization.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"11 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":"115678880","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":"Tensions de l’éthique et vivre-ensemble","authors":"Nancy Bouchard","doi":"10.7202/1059239AR","DOIUrl":"https://doi.org/10.7202/1059239AR","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"8 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":"114237315","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":"Facteurs déterminants de la réussite des femmes et de leur positionnement dans les carrières scientifiques en Côte d’Ivoire","authors":"Goïta Ouattara Kanndanan Insiata","doi":"10.7202/1066658AR","DOIUrl":"https://doi.org/10.7202/1066658AR","url":null,"abstract":"Dans cet article sur les femmes scientifiques en Cote d’Ivoire, nous nous interrogeons sur les circonstances qui les ont conduites dans des filieres traditionnellement conquises par les hommes. Il s’agit notamment d’identifier et d’analyser les facteurs determinants qui ont contribue a leur reussite dans des filieres ou elles etaient sous-representees. Pour repondre a cette preoccupation centrale, nous avons eu recours a l’analyse de contenu du recit de vie de 26 femmes ayant etudie dans differents domaines scientifiques (mathematiques, ponts et chaussees, physique moleculaire, physique nucleaire, chimie, informatique, microbiologie). Leurs histoires font comprendre leurs parcours scolaires et professionnels, et fournissent des explications concernant leur reussite et leur positionnement dans leurs metiers. En effet, si les resultats obtenus indiquent que des facteurs intrinseques lies a leurs performances, a la classe et a la composition sociale des familles les ont fait s’orienter vers les etudes scientifiques, un certain nombre de facteurs extrinseques (discours politique, identification a un modele, soutien exterieur, etc.) ont egalement influence leurs parcours.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"111 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":"115036948","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":"Éthique enseignante, individualisme démocratique et présentisme","authors":"Camille Roelens","doi":"10.7202/1094521ar","DOIUrl":"https://doi.org/10.7202/1094521ar","url":null,"abstract":"This article proceeds from the political philosophy of education and interdisciplinary ethics, inscribed in the multi-referential space of education and training sciences. We question the definition of teaching ethics as the art of being in the present. This proposal admits a simple understanding, that is to say a requirement for the teacher to be at what he/she does, and the term is then opposed to distraction or inattention. But this formula is also full of richer potentialities relative to the historical condition of the human subject. We thus work first on the notion of presentism, proposed as a heuristic tool to think the relationship of hypermodern democratic societies to time, in the double prism of individualism and teaching ethics. We then try to outline what could be an appropriate way to ethically consider the relationship to time of an autonomous individual and the ways to contribute to support it through teaching.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"62 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":"121077949","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":"Travail collaboratif avec des enseignants et transformation de subjectivités","authors":"P. Sadovsky, José Antonio Castorina","doi":"10.7202/1090444ar","DOIUrl":"https://doi.org/10.7202/1090444ar","url":null,"abstract":"Résumé : Dans cet article, nous problématisons les relations entre l’activité réflexive des enseignants sur leur propre travail, la production de savoirs sur l’enseignement et les transformations de leur subjectivité. Notre analyse prend appui sur des échanges systématiques autour de questions pédagogiques dans un groupe d’enseignants et des chercheurs en didactique des mathématiques. L’examen attentif des productions des élèves dans un cadre d’analyse critique de l’enseignement a été un événement majeur pour les enseignants, car ils ont réinterprété les rapports des élèves aux savoirs. Ce travail analytique a modifié la perception que les enseignants avaient d’eux-mêmes quant à leurs possibilités de s’engager dans une production intellectuelle fondée sur une réflexion concernant leur propre activité professionnelle. Le travail collaboratif a permis d’imaginer des solutions nouvelles aux problèmes posés par la pratique enseignante. C’est dans cette possibilité créatrice que réside la transformation de la subjectivité. Abstract : In this article, we examine the problems inherent in the relationships between teachers’ reflective activity with regard to their own work, the production of knowledge about teaching, and transformations in their subjectivity. Our analysis is based on systematic exchanges around pedagogical questions in a group of teachers and researchers in mathematics education during a collaborative work. The close examination of students’ productions within a framework of critical analysis of teaching was a major event for the teachers, as they reinterpreted the students’ relationships to knowledge. This analytical work modified teachers’ self-perceptions with regard to their potential to engage in intellectual production based on reflection about their own professional activity. The collaborative work allowed them to imagine new solutions to the problems posed by their teaching practice. It is in this creative possibility that the transformation of subjectivity lies.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"22 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":"127566650","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":"Iconographie genrée dans les manuels scolaires francophones au Cameroun (1951-2010)","authors":"Loppa Ngassou","doi":"10.7202/1070036ar","DOIUrl":"https://doi.org/10.7202/1070036ar","url":null,"abstract":"Ayant d’abord fait l’objet d’une reorientation de la part des institutions internationales et gouvernementales camerounaises, la question feministe s’est par la suite heurtee aux cultures locales africano-camerounaises, lesquelles ne definissent pas l’egalite hommes-femmes de la meme maniere que l’entendent les femmes occidentales, bien que nous puissions observer certaines similitudes. Picturalement, le genre etait deja present dans les manuels scolaires francophones au Cameroun en fonction des realites culturelles. Toutefois, ce pays vient a peine d’amorcer sa marche selon le discours feministe mondial, que les Camerounaises aussi bien que les Camerounais ne cessent de recadrer. Bien que le mouvement feministe mondial enregistre deja quatre vagues de revendications bien distinctes et que des courants de recherches feministes aient emerge, la question du genre n’en est qu’aux revendications de la premiere et, dans une moindre mesure, de la deuxieme vague dans lesdits manuels scolaires.","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"27 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":"127218559","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 attentive et la sensibilité éthique : une réflexion sur le concept d’attention","authors":"Geneviève Bernatchez","doi":"10.7202/1094522ar","DOIUrl":"https://doi.org/10.7202/1094522ar","url":null,"abstract":"This article focuses on the theme of ethical sensitivity and asks how mindfulness can concretely contribute to its development in a professional ethics training context. The main objective is to explore how the notion of mindfulness has been defined in contemporary philosophical literature, which makes it a promising concept that can enrich the concept of ethical sensitivity. Then, this article aims to demonstrate how mindfulness is a promising avenue for enhancing the qualities of attention and the development of ethical sensitivity.","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":"127690111","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 coprésence physique comme médiation pédagogique","authors":"E. Betton","doi":"10.7202/1094523ar","DOIUrl":"https://doi.org/10.7202/1094523ar","url":null,"abstract":"","PeriodicalId":124120,"journal":{"name":"Éthique en éducation et en formation: Les Dossiers du GREE","volume":"24 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":"127808598","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}