Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire
Philosophical discussion has been practiced in French schools for the last 15 years. The simple illustration of this practice does not do justice to its utility. Our contribution seeks to open up this field to further scientific enquiry. We start by taking the recent controversy concerning the so-ca...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2011-10-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/8939 |
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| _version_ | 1841548279319363584 |
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| author | Emmanuèle Auriac-Slusarczyk |
| author_facet | Emmanuèle Auriac-Slusarczyk |
| author_sort | Emmanuèle Auriac-Slusarczyk |
| collection | DOAJ |
| description | Philosophical discussion has been practiced in French schools for the last 15 years. The simple illustration of this practice does not do justice to its utility. Our contribution seeks to open up this field to further scientific enquiry. We start by taking the recent controversy concerning the so-called chattering classroom as a subject of scientific research. Our stance with regard to this controversy is to defend an in-depth multidisciplinary analysis of philosophemes as specific thought movements elicited by these dialogs. We argue for the scientific validation of these under-researched topics to promote a dispassionate discussion of the utility of institutionalising these practices. Our aim is to overtake ideological obstacles and develop sound training of teachers in the active use of language-based activities in schools. A demonstration of this perididactic communication contract will probably influence the way we understand contracts operating in didactic exchange. Some impact on professional teaching methods is expected. Three scientific projects currently addressing this issue are designed to open a fairway for scientific work and help drive these novel dialogs between keen teachers and unwittingly pioneering pupils out of an institutional bunker. |
| format | Article |
| id | doaj-art-06cf85eb843b4d488da4d3ef6d0699a2 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2011-10-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-06cf85eb843b4d488da4d3ef6d0699a22025-01-10T14:06:16ZfraNantes UniversitéRecherches en Éducation1954-30772011-10-0110.4000/ree.8939Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaireEmmanuèle Auriac-SlusarczykPhilosophical discussion has been practiced in French schools for the last 15 years. The simple illustration of this practice does not do justice to its utility. Our contribution seeks to open up this field to further scientific enquiry. We start by taking the recent controversy concerning the so-called chattering classroom as a subject of scientific research. Our stance with regard to this controversy is to defend an in-depth multidisciplinary analysis of philosophemes as specific thought movements elicited by these dialogs. We argue for the scientific validation of these under-researched topics to promote a dispassionate discussion of the utility of institutionalising these practices. Our aim is to overtake ideological obstacles and develop sound training of teachers in the active use of language-based activities in schools. A demonstration of this perididactic communication contract will probably influence the way we understand contracts operating in didactic exchange. Some impact on professional teaching methods is expected. Three scientific projects currently addressing this issue are designed to open a fairway for scientific work and help drive these novel dialogs between keen teachers and unwittingly pioneering pupils out of an institutional bunker.https://journals.openedition.org/ree/8939language and interactionstudent-teacher relations and interactionsphilosophy (teaching/education/relationship)pedagogy: methods and tools |
| spellingShingle | Emmanuèle Auriac-Slusarczyk Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire Recherches en Éducation language and interaction student-teacher relations and interactions philosophy (teaching/education/relationship) pedagogy: methods and tools |
| title | Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire |
| title_full | Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire |
| title_fullStr | Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire |
| title_full_unstemmed | Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire |
| title_short | Place et contrat institutionnels des discussions à visée philosophique pratiquées à l’école primaire |
| title_sort | place et contrat institutionnels des discussions a visee philosophique pratiquees a l ecole primaire |
| topic | language and interaction student-teacher relations and interactions philosophy (teaching/education/relationship) pedagogy: methods and tools |
| url | https://journals.openedition.org/ree/8939 |
| work_keys_str_mv | AT emmanueleauriacslusarczyk placeetcontratinstitutionnelsdesdiscussionsaviseephilosophiquepratiqueesalecoleprimaire |