L’étonnement : un vecteur didactique en formation professionnelle
While in philosophy the astonishment approach has always considered prior to any act of thought and production of new knowledge, the concept curiously remains outside the field of education and training. We show in this paper how the "encouragement and support the astonishment" is a powerf...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2017-03-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/6010 |
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| _version_ | 1841548542970167296 |
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| author | Joris Thievenaz Thierry Piot |
| author_facet | Joris Thievenaz Thierry Piot |
| author_sort | Joris Thievenaz |
| collection | DOAJ |
| description | While in philosophy the astonishment approach has always considered prior to any act of thought and production of new knowledge, the concept curiously remains outside the field of education and training. We show in this paper how the "encouragement and support the astonishment" is a powerful didactic lever to encourage the occurrence of new learning in the learner. This is to study more specifically the concrete uses arising from this notion. For this, we record our reflection in a pragmatic approach of experience (Dewey, 1938) and support our remarks on case studies from support systems of student interns at the moment of debriefing of interns return in the Nursing Care Training Institute. |
| format | Article |
| id | doaj-art-06bd02da07624af5a65f64c5f45e2656 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2017-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-06bd02da07624af5a65f64c5f45e26562025-01-10T14:04:16ZfraNantes UniversitéRecherches en Éducation1954-30772017-03-012810.4000/ree.6010L’étonnement : un vecteur didactique en formation professionnelleJoris ThievenazThierry PiotWhile in philosophy the astonishment approach has always considered prior to any act of thought and production of new knowledge, the concept curiously remains outside the field of education and training. We show in this paper how the "encouragement and support the astonishment" is a powerful didactic lever to encourage the occurrence of new learning in the learner. This is to study more specifically the concrete uses arising from this notion. For this, we record our reflection in a pragmatic approach of experience (Dewey, 1938) and support our remarks on case studies from support systems of student interns at the moment of debriefing of interns return in the Nursing Care Training Institute.https://journals.openedition.org/ree/6010philosophy of educationanalysis of professional practiceprofessional educationlifelong learning |
| spellingShingle | Joris Thievenaz Thierry Piot L’étonnement : un vecteur didactique en formation professionnelle Recherches en Éducation philosophy of education analysis of professional practice professional education lifelong learning |
| title | L’étonnement : un vecteur didactique en formation professionnelle |
| title_full | L’étonnement : un vecteur didactique en formation professionnelle |
| title_fullStr | L’étonnement : un vecteur didactique en formation professionnelle |
| title_full_unstemmed | L’étonnement : un vecteur didactique en formation professionnelle |
| title_short | L’étonnement : un vecteur didactique en formation professionnelle |
| title_sort | l etonnement un vecteur didactique en formation professionnelle |
| topic | philosophy of education analysis of professional practice professional education lifelong learning |
| url | https://journals.openedition.org/ree/6010 |
| work_keys_str_mv | AT joristhievenaz letonnementunvecteurdidactiqueenformationprofessionnelle AT thierrypiot letonnementunvecteurdidactiqueenformationprofessionnelle |