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  Subjects -> PHILOSOPHY (Total: 762 journals)
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Éthique en éducation et en formation : Les Dossiers du GREE
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  This is an Open Access Journal Open Access journal
ISSN (Online) 2561-1488
Published by Érudit Homepage  [139 journals]
  • La subjectivité au crible des dispositifs éducatifs

    • Abstract: Maryvonne Merri, Christophe Roiné, Gustavo Barallobres and Sophie Grossmann
  • Pratiques et conceptions du bien-être à l’école primaire : quelles
           subjectivités en jeu '

    • Abstract: Jean Danis and Marina Schwimmer
      The culture of wellbeing occupies a prominent role in education currently and encourages the rise of various practices (yoga, meditation, mindfulness, active listening, etc.). From a Foucauldian perspective, these practices constitute apparatuses that can shape the subjectivity of both educators and students. Using Foucault and Cavell’s perspectives on the concepts of subjectivation, apparatuses and technologies of the self, and based on the results of our research conducted with 15 primary school teachers and specialized educators, this article aims, on one hand, to report the ways in which theses practices can be interpreted and (re)appropriated by educators and, on the other hand, to identify what type of subjectivity they can generate.
  • Le souci de soi dans les dispositifs pédagogiques contemporains –
           L’exemple de l’éducation à la pleine conscience

    • Abstract: Christophe Roiné and Sophie Grossmann
      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.
  • Autonomie et reproduction : une perspective didactique sur la question de
           l’apprentissage dans le modèle d’enseignement explicite

    • Abstract: Jeanne Bilodeau
      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.
  • Travail collaboratif avec des enseignants et transformation de

    • Abstract: Patricia Sadovsky and José Antonio Castorina
      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.
  • Les dispositifs de reconnaissance des compétences transversales non
           techniques, entre affranchissements subjectifs et déplacements des
           rapports de domination

    • Abstract: Sébastien Bauvet
      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.
  • L’évaluation des projets artistiques inclusifs

    • Abstract: Jean Horvais
      This article presents a research and evaluation approach centered on artistic activity and the learning it generates: it challenges a more or less consciously imposed limit to the recognition of people with disabilities as artists carrying out an authentic aesthetic experience (Dewey, 1934). A validist a priori holds that when it comes to people institutionally identified as living with an intellectual disability, the artistic activities proposed to them are most often motivated by prescriptions with therapeutic or social intentions, presupposing a hypothetical transfer of the benefits of the artistic practice into other domains of their existence: their behaviour, their social participation, their “well-being”, etc. Although the benefits that artistic activity brings to every human being are not disputable, to be restricted at this general appreciation for these people deprives them from the outset of access to recognition as artists through the fact that their practice is instrumentalized for externalized purposes.
  • La parrhèsia dans l’école : ressources et points

    • Abstract: Maryvonne Merri, Tommy Collin-Vallée and Benoit Lalonde
      This article provides a review of the literature on the uses of “free speech” within the school and about school. First of all, “free speech” is conceptualized from the work of Foucault on Parrhesia as “a kind of verbal activity where the speaker has a specific relation to the truth through honesty.” (Foucault, 2001, p. 19) Then a thematic analysis of the body of articles and books compiled sing the NVivo software makes it possible to distinguish four groups of work, which structure this article: a) the parrhesiasts teacher and his knowledge, b) parrhesia for a democratic project at school, c) the educational researcher as a specific intellectual and d) parrhesia and the devices for the expression of emotion. The work highlights the obstacles to be overcome so that parrhesiastic practice can be carried out within the school.
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