La triple démarche de l’enseignant en contexte hypermoderne
Situated in a hypermodern context characterized by new relationships in time, in others, oneself, the knomledge, the teacher is invited to activate a triple approach. The first, of sociological nature, the fact of evolving in a contemporary environment to know and understand in its evolutions, its r...
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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 |
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| Online Access: | https://journals.openedition.org/ree/6103 |
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| _version_ | 1850069985026637824 |
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| author | André Pachod |
| author_facet | André Pachod |
| author_sort | André Pachod |
| collection | DOAJ |
| description | Situated in a hypermodern context characterized by new relationships in time, in others, oneself, the knomledge, the teacher is invited to activate a triple approach. The first, of sociological nature, the fact of evolving in a contemporary environment to know and understand in its evolutions, its realities, its waitings, its contradictions, its challenges. The second approach, of a philosophical and anthropological nature, locates the teacher in front of or in the face of this hypermodernity, inviting it to stop to question the educational offer and to follow certain orientations. The third approach is resolutely ethical: whithin its class and school, it acts in an ethical way by deciding priorities with the service of the success of the pupil. |
| format | Article |
| id | doaj-art-6ac8d370135249989334cc14d7fa2433 |
| institution | DOAJ |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2017-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-6ac8d370135249989334cc14d7fa24332025-08-20T02:47:39ZfraNantes UniversitéRecherches en Éducation1954-30772017-03-012810.4000/ree.6103La triple démarche de l’enseignant en contexte hypermoderneAndré PachodSituated in a hypermodern context characterized by new relationships in time, in others, oneself, the knomledge, the teacher is invited to activate a triple approach. The first, of sociological nature, the fact of evolving in a contemporary environment to know and understand in its evolutions, its realities, its waitings, its contradictions, its challenges. The second approach, of a philosophical and anthropological nature, locates the teacher in front of or in the face of this hypermodernity, inviting it to stop to question the educational offer and to follow certain orientations. The third approach is resolutely ethical: whithin its class and school, it acts in an ethical way by deciding priorities with the service of the success of the pupil.https://journals.openedition.org/ree/6103ethics and deontologyphilosophy of educationhistory of education |
| spellingShingle | André Pachod La triple démarche de l’enseignant en contexte hypermoderne Recherches en Éducation ethics and deontology philosophy of education history of education |
| title | La triple démarche de l’enseignant en contexte hypermoderne |
| title_full | La triple démarche de l’enseignant en contexte hypermoderne |
| title_fullStr | La triple démarche de l’enseignant en contexte hypermoderne |
| title_full_unstemmed | La triple démarche de l’enseignant en contexte hypermoderne |
| title_short | La triple démarche de l’enseignant en contexte hypermoderne |
| title_sort | la triple demarche de l enseignant en contexte hypermoderne |
| topic | ethics and deontology philosophy of education history of education |
| url | https://journals.openedition.org/ree/6103 |
| work_keys_str_mv | AT andrepachod latripledemarchedelenseignantencontextehypermoderne |