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Résilience culturelle et discussion à visée philosophique : Étude suivie de sept élèves en lycée professionnel

Author: Johanna Henrion-LatchéEmmanuèle Auriac-PeyronnetMichel TozziDominique BergerValérie Saint DizierAll authors
Publisher: 2016.
Dissertation: Thèse de doctorat : Sciences de l'education : Clermont-Ferrand 2 : 2016.
Edition/Format:   Computer file : Document : Thesis/dissertation : French
Summary:
Malgré la complexité de la recherche de terrain sur les travaux concernant la résilience et particulièrement la résilience en contexte scolaire, nous nous sommes intéressés aux modalités et aux manifestations de celle-ci dans les établissements du secondaire en France, dans les lycées dits sensibles, au sein des lycées professionnels du bâtiment. Siège de tensions éducatives et sociales, les relations
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Genre/Form: Thèses et écrits académiques
Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Johanna Henrion-Latché; Emmanuèle Auriac-Peyronnet; Michel Tozzi; Dominique Berger; Valérie Saint Dizier; Marielle Rispail; Antonietta Specogna; Edwige Chirouter; Université Blaise Pascal (Clermont-Ferrand).; École doctorale des lettres, sciences humaines et sociales (Clermont-Ferrand).; ACTé (Chamalières).
OCLC Number: 1078673360
Notes: Titre provenant de l'écran-titre.
Description: 1 online resource
Responsibility: Johanna Henrion-Latché ; sous la direction de Emmanuèle Auriac-Peyronnet et de Michel Tozzi.

Abstract:

Malgré la complexité de la recherche de terrain sur les travaux concernant la résilience et particulièrement la résilience en contexte scolaire, nous nous sommes intéressés aux modalités et aux manifestations de celle-ci dans les établissements du secondaire en France, dans les lycées dits sensibles, au sein des lycées professionnels du bâtiment. Siège de tensions éducatives et sociales, les relations entre les acteurs sont empreintes de défiance, et traduisent des difficultés sociales et psychosociales complexifiant la réponse aux missions d'enseignement et d'éducation, et ternissant l'image des adolescents et des diplômes. Bien que l'origine et les facteurs de dysfonctionnement des adolescents s'enracinent initialement dans des problématiques dépassant l'école, leur prise en charge et leur remédiation relèvent de l'enseignement et de l'éducation, afin de préparer l'entrée en vie active et sociale. Le recours au diagnostic et aux solutions sont inscrites dans des heures aujourd'hui institutionnalisées, dont les objectifs portent sur le développement de l'élève. Mais lorsque le contact s'est défait depuis des années d'échec scolaire antérieur, lorsque le non-sens s'est installé malgré l'orientation, lorsque les comportements défient l'autorité et que le décrochage scolaire s'affiche comme une constante en progression dans ces établissements, comment penser une pratique pédagogique et éducative qui puisse réamorcer les bases des interactions de confiance entre adolescents et enseignants, tout en garantissant un cadre de bonne contenance aux affects en suspens, en créant des interactions qui permettent à l'élève de travailler et médiatiser le passé, pour l'inscrire dans un présent porteur de sens en le projetant dans l'avenir de manière harmonieuse ? Si cette technique pédagogique permet à l'enseignant et à l'éducateur de définir son action, elle est également une contingence éducative inscrite dans les théories de la résilience, qui est la faculté de rebondir suite à un traumatisme. Dans l'optique de contrecarrer l'échec scolaire, de permettre la création de destinées positives, hors champ de la reproduction de l'échec, en prenant appui sur les théories de la résilience à l'école, il est possible d'envisager une technique pédagogique de prise en charge du groupe classe d'adolescents qui mette en œuvre ces interactions entre élèves et enseignant selon une praxis de résilience. Et si cette résilience s'inscrit dans des pratiques collectives culturelles, s'appuyant sur les œuvres d'une culture et transmise par celle-ci, alors, elle est nommée résilience culturelle. Hors-champ du thérapeutique ou de la psychologie de groupe, la résilience culturelle répond à l'impératif cognitif de s'inscrire dans une pratique dialogique sécurisante et exigeante pour des élèves empêchés de penser, afin de combler les lacunes et les défauts de langage intérieurs et antérieurs. Les pratiques de discussion à visée philosophique démontrent qu'il est possible de créer ces espaces de médiation autour de la pensée rigoureuse afin de développer différentes capacités de penser garantissant la performance d'un discours exempt de facilité et d'échappatoires. Si cette discussion est étayée par des supports culturels de la littérature, comme les contes ou les mythes, alors, une double médiation chez l'élève est possible, depuis la médiation isolée et silencieuse en lien avec les théories du conte vers les médiations oralisées qui suivront la lecture selon une logique de questionnements philosophiques. Si le choix du support est ad-hoc, selon les recommandations de Matthew Lipman et que le conte parle de résilience, alors il est possible de conduire des discussions à visée philosophique dans une praxis de conduite en processus de résilience culturelle, qui seront matérialisées au travers des évolutions des discours des lycéens. Cette recherche [...].

In the spite of the complexity of the search for ground on the works concerning the resiliency and particularly resiliency in school context, we were interested in the modalities and in the demonstrations of this one in establishments of the secondary sector in France, in the sensitive said building's high schools. Seat of educational and social tensions, the relations between the actors are printed mistrust and translate social and psychosocial difficulties complicating the answer to the missions of teaching and educational, and tarnishing the image of the teenagers and the diplomas. Although the origin and the factors of dysfunction of the teenagers take root initially in problems exceeding the school, their coverage and their mediation are a matter of the education, to prepare the school's exit and the entrance alive active and social. The appeal to the diagnosis and the solutions are registered within today institutionalized hours the objectives of which concern the development of the pupil. But when the contact got rid for years of previous academic failure, when the not sense settled down in spite of the orientation, when the behavior challenges the authority and when the early school leaving displays as a constant in progress in these establishments, how to think of an educational practice which can revive the bases of the reliable interactions between teenagers and teacher, while guaranteeing a frame of good volume in the unsettled affects by creating interactions which allow the pupil to work and to mediatize the past, to register it in a meaningful present by throwing it in the future in a harmonious way? If this educational practice allows the teacher and the educator to define his share, it's also an educational contingency registered in the theories of the resiliency which is the faculty to bounce further to a trauma. In this optics to thwart the academic failure, to allow the creation of positive fates, off-camera of the reproduction of the failure, by being supported on the theories of the resiliency at the school, it's possible to envisage an educational practice of coverage of the group classy of teenagers which implements these interactions between pupils and teacher according to a praxis of resiliency. And if this resiliency joins a cultural collective practice, leaning on the works of a culture and passed on by this one, it's named cultural resiliency. Except field of therapeutics or of the psychology of group, the cultural resiliency answers the cognitive imperative to join a dialogical practice reassuring and demanding for pupils prevented from thinking, to fill the gaps and the defects of inner and previous languages. The practices of discussion with philosophic aim demonstrate that's possible to create these spaces of mediation around the rigorous thought to develop various capacities to think guaranteeing the performance of a speech exempt from ease and from excuses. If this discussion is supported by a cultural supports of the literature, as the tales or the myths, then, a double mediation at the pupil is possible, since the isolated and silent mediation in connection with the theories of the tae towards the orals mediations which will follow the reading according to logic of philosophic questionings. If the choice of the support is ad hoc according to the recommendations of Lipman and what the tales speaks about resiliency then, it's possible to lead discussions with philosophic aim in a praxis of driving process of cultural resiliency, which will be realized through the evolutions of the speeches of the high school students. This search for comprehensive type leans on the analysis of the speeches and the interactions in a pragmatic prospect which allows the highlit of contents registered within the framework of the cultural resiliency through factors of implementation of the process which are the link, the sense and the law. The experiment of signing of eighteen sessions of discussions [...].

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# Lyc\u00E9e professionnel<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/philosophie_etude_et_enseignement<\/a>> ; # Philosophie--\u00C9tude et enseignement<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/penser<\/a>> ; # Penser<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/resilience_psychologie<\/a>> ; # R\u00E9silience (psychologie)<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/discussion_a_visee_philosophique<\/a>> ; # Discussion \u00E0 vis\u00E9e philosophique<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/adolescents<\/a>> ; # Adolescents<\/span>\n\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/echec_scolaire<\/a>> ; 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# \u00C9cole doctorale des lettres, sciences humaines et sociales (Clermont-Ferrand).<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Organization\/acte_chamalieres<\/a>> ; # ACT\u00E9 (Chamali\u00E8res).<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/specogna_antonietta<\/a>> ; # Antonietta Specogna<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/chirouter_edwige_1970<\/a>> ; # Edwige Chirouter<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/tozzi_michel_1945<\/a>> ; # Michel Tozzi<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Organization\/universite_blaise_pascal_clermont_ferrand<\/a>> ; # Universit\u00E9 Blaise Pascal (Clermont-Ferrand).<\/span>\n\u00A0\u00A0\u00A0\nschema:datePublished<\/a> \"2016<\/span>\" ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"In the spite of the complexity of the search for ground on the works concerning the resiliency and particularly resiliency in school context, we were interested in the modalities and in the demonstrations of this one in establishments of the secondary sector in France, in the sensitive said building\'s high schools. Seat of educational and social tensions, the relations between the actors are printed mistrust and translate social and psychosocial difficulties complicating the answer to the missions of teaching and educational, and tarnishing the image of the teenagers and the diplomas. Although the origin and the factors of dysfunction of the teenagers take root initially in problems exceeding the school, their coverage and their mediation are a matter of the education, to prepare the school\'s exit and the entrance alive active and social. The appeal to the diagnosis and the solutions are registered within today institutionalized hours the objectives of which concern the development of the pupil. But when the contact got rid for years of previous academic failure, when the not sense settled down in spite of the orientation, when the behavior challenges the authority and when the early school leaving displays as a constant in progress in these establishments, how to think of an educational practice which can revive the bases of the reliable interactions between teenagers and teacher, while guaranteeing a frame of good volume in the unsettled affects by creating interactions which allow the pupil to work and to mediatize the past, to register it in a meaningful present by throwing it in the future in a harmonious way? If this educational practice allows the teacher and the educator to define his share, it\'s also an educational contingency registered in the theories of the resiliency which is the faculty to bounce further to a trauma. In this optics to thwart the academic failure, to allow the creation of positive fates, off-camera of the reproduction of the failure, by being supported on the theories of the resiliency at the school, it\'s possible to envisage an educational practice of coverage of the group classy of teenagers which implements these interactions between pupils and teacher according to a praxis of resiliency. And if this resiliency joins a cultural collective practice, leaning on the works of a culture and passed on by this one, it\'s named cultural resiliency. Except field of therapeutics or of the psychology of group, the cultural resiliency answers the cognitive imperative to join a dialogical practice reassuring and demanding for pupils prevented from thinking, to fill the gaps and the defects of inner and previous languages. The practices of discussion with philosophic aim demonstrate that\'s possible to create these spaces of mediation around the rigorous thought to develop various capacities to think guaranteeing the performance of a speech exempt from ease and from excuses. If this discussion is supported by a cultural supports of the literature, as the tales or the myths, then, a double mediation at the pupil is possible, since the isolated and silent mediation in connection with the theories of the tae towards the orals mediations which will follow the reading according to logic of philosophic questionings. If the choice of the support is ad hoc according to the recommendations of Lipman and what the tales speaks about resiliency then, it\'s possible to lead discussions with philosophic aim in a praxis of driving process of cultural resiliency, which will be realized through the evolutions of the speeches of the high school students. This search for comprehensive type leans on the analysis of the speeches and the interactions in a pragmatic prospect which allows the highlit of contents registered within the framework of the cultural resiliency through factors of implementation of the process which are the link, the sense and the law. The experiment of signing of eighteen sessions of discussions [...].<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"Malgr\u00E9 la complexit\u00E9 de la recherche de terrain sur les travaux concernant la r\u00E9silience et particuli\u00E8rement la r\u00E9silience en contexte scolaire, nous nous sommes int\u00E9ress\u00E9s aux modalit\u00E9s et aux manifestations de celle-ci dans les \u00E9tablissements du secondaire en France, dans les lyc\u00E9es dits sensibles, au sein des lyc\u00E9es professionnels du b\u00E2timent. Si\u00E8ge de tensions \u00E9ducatives et sociales, les relations entre les acteurs sont empreintes de d\u00E9fiance, et traduisent des difficult\u00E9s sociales et psychosociales complexifiant la r\u00E9ponse aux missions d\'enseignement et d\'\u00E9ducation, et ternissant l\'image des adolescents et des dipl\u00F4mes. Bien que l\'origine et les facteurs de dysfonctionnement des adolescents s\'enracinent initialement dans des probl\u00E9matiques d\u00E9passant l\'\u00E9cole, leur prise en charge et leur rem\u00E9diation rel\u00E8vent de l\'enseignement et de l\'\u00E9ducation, afin de pr\u00E9parer l\'entr\u00E9e en vie active et sociale. Le recours au diagnostic et aux solutions sont inscrites dans des heures aujourd\'hui institutionnalis\u00E9es, dont les objectifs portent sur le d\u00E9veloppement de l\'\u00E9l\u00E8ve. Mais lorsque le contact s\'est d\u00E9fait depuis des ann\u00E9es d\'\u00E9chec scolaire ant\u00E9rieur, lorsque le non-sens s\'est install\u00E9 malgr\u00E9 l\'orientation, lorsque les comportements d\u00E9fient l\'autorit\u00E9 et que le d\u00E9crochage scolaire s\'affiche comme une constante en progression dans ces \u00E9tablissements, comment penser une pratique p\u00E9dagogique et \u00E9ducative qui puisse r\u00E9amorcer les bases des interactions de confiance entre adolescents et enseignants, tout en garantissant un cadre de bonne contenance aux affects en suspens, en cr\u00E9ant des interactions qui permettent \u00E0 l\'\u00E9l\u00E8ve de travailler et m\u00E9diatiser le pass\u00E9, pour l\'inscrire dans un pr\u00E9sent porteur de sens en le projetant dans l\'avenir de mani\u00E8re harmonieuse ? Si cette technique p\u00E9dagogique permet \u00E0 l\'enseignant et \u00E0 l\'\u00E9ducateur de d\u00E9finir son action, elle est \u00E9galement une contingence \u00E9ducative inscrite dans les th\u00E9ories de la r\u00E9silience, qui est la facult\u00E9 de rebondir suite \u00E0 un traumatisme. Dans l\'optique de contrecarrer l\'\u00E9chec scolaire, de permettre la cr\u00E9ation de destin\u00E9es positives, hors champ de la reproduction de l\'\u00E9chec, en prenant appui sur les th\u00E9ories de la r\u00E9silience \u00E0 l\'\u00E9cole, il est possible d\'envisager une technique p\u00E9dagogique de prise en charge du groupe classe d\'adolescents qui mette en \u0153uvre ces interactions entre \u00E9l\u00E8ves et enseignant selon une praxis de r\u00E9silience. Et si cette r\u00E9silience s\'inscrit dans des pratiques collectives culturelles, s\'appuyant sur les \u0153uvres d\'une culture et transmise par celle-ci, alors, elle est nomm\u00E9e r\u00E9silience culturelle. Hors-champ du th\u00E9rapeutique ou de la psychologie de groupe, la r\u00E9silience culturelle r\u00E9pond \u00E0 l\'imp\u00E9ratif cognitif de s\'inscrire dans une pratique dialogique s\u00E9curisante et exigeante pour des \u00E9l\u00E8ves emp\u00EAch\u00E9s de penser, afin de combler les lacunes et les d\u00E9fauts de langage int\u00E9rieurs et ant\u00E9rieurs. Les pratiques de discussion \u00E0 vis\u00E9e philosophique d\u00E9montrent qu\'il est possible de cr\u00E9er ces espaces de m\u00E9diation autour de la pens\u00E9e rigoureuse afin de d\u00E9velopper diff\u00E9rentes capacit\u00E9s de penser garantissant la performance d\'un discours exempt de facilit\u00E9 et d\'\u00E9chappatoires. Si cette discussion est \u00E9tay\u00E9e par des supports culturels de la litt\u00E9rature, comme les contes ou les mythes, alors, une double m\u00E9diation chez l\'\u00E9l\u00E8ve est possible, depuis la m\u00E9diation isol\u00E9e et silencieuse en lien avec les th\u00E9ories du conte vers les m\u00E9diations oralis\u00E9es qui suivront la lecture selon une logique de questionnements philosophiques. Si le choix du support est ad-hoc, selon les recommandations de Matthew Lipman et que le conte parle de r\u00E9silience, alors il est possible de conduire des discussions \u00E0 vis\u00E9e philosophique dans une praxis de conduite en processus de r\u00E9silience culturelle, qui seront mat\u00E9rialis\u00E9es au travers des \u00E9volutions des discours des lyc\u00E9ens. Cette recherche [...].<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\nschema:exampleOfWork<\/a> <http:\/\/worldcat.org\/entity\/work\/id\/5625535609<\/a>> ;\u00A0\u00A0\u00A0\nschema:genre<\/a> \"Th\u00E8ses et \u00E9crits acad\u00E9miques<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\nschema:inLanguage<\/a> \"fr<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"R\u00E9silience culturelle et discussion \u00E0 vis\u00E9e philosophique : \u00C9tude suivie de sept \u00E9l\u00E8ves en lyc\u00E9e professionnel<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\nschema:productID<\/a> \"1078673360<\/span>\" ;\u00A0\u00A0\u00A0\nschema:url<\/a> <https:\/\/tel.archives-ouvertes.fr\/tel-01950950<\/a>> ;\u00A0\u00A0\u00A0\nschema:url<\/a> <http:\/\/www.theses.fr\/2016CLF20027\/document<\/a>> ;\u00A0\u00A0\u00A0\nwdrs:describedby<\/a> <http:\/\/www.worldcat.org\/title\/-\/oclc\/1078673360<\/a>> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n\n

Related Entities<\/h3>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Organization\/acte_chamalieres<\/a>> # ACT\u00E9 (Chamali\u00E8res).<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"ACT\u00E9 (Chamali\u00E8res).<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Organization\/ecole_doctorale_des_lettres_sciences_humaines_et_sociales_clermont_ferrand<\/a>> # \u00C9cole doctorale des lettres, sciences humaines et sociales (Clermont-Ferrand).<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"\u00C9cole doctorale des lettres, sciences humaines et sociales (Clermont-Ferrand).<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Organization\/universite_blaise_pascal_clermont_ferrand<\/a>> # Universit\u00E9 Blaise Pascal (Clermont-Ferrand).<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Universit\u00E9 Blaise Pascal (Clermont-Ferrand).<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/auriac_peyronnet_emmanuele<\/a>> # Emmanu\u00E8le Auriac-Peyronnet<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Auriac-Peyronnet<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Emmanu\u00E8le<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Emmanu\u00E8le Auriac-Peyronnet<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/berger_dominique_1958<\/a>> # Dominique Berger<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1958<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Berger<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Dominique<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Dominique Berger<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/chirouter_edwige_1970<\/a>> # Edwige Chirouter<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1970<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Chirouter<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Edwige<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Edwige Chirouter<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/henrion_latche_johanna<\/a>> # Johanna Henrion-Latch\u00E9<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Henrion-Latch\u00E9<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Johanna<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Johanna Henrion-Latch\u00E9<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/rispail_marielle<\/a>> # Marielle Rispail<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Rispail<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Marielle<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Marielle Rispail<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/saint_dizier_valerie<\/a>> # Val\u00E9rie Saint Dizier<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Saint Dizier<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Val\u00E9rie<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Val\u00E9rie Saint Dizier<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/specogna_antonietta<\/a>> # Antonietta Specogna<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Specogna<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Antonietta<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Antonietta Specogna<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Person\/tozzi_michel_1945<\/a>> # Michel Tozzi<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1945<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Tozzi<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Michel<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Michel Tozzi<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/adolescents<\/a>> # Adolescents<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Adolescents<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/communaute_de_recherche_philosophique<\/a>> # Communaut\u00E9 de recherche philosophique<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Communaut\u00E9 de recherche philosophique<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/conte<\/a>> # Conte<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Conte<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/discussion<\/a>> # Discussion<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Discussion<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/discussion_a_visee_philosophique<\/a>> # Discussion \u00E0 vis\u00E9e philosophique<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Discussion \u00E0 vis\u00E9e philosophique<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/interactions_resilientes<\/a>> # Interactions r\u00E9silientes<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Interactions r\u00E9silientes<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/lycee_professionnel<\/a>> # Lyc\u00E9e professionnel<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Lyc\u00E9e professionnel<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/mediation<\/a>> # M\u00E9diation<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"M\u00E9diation<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/pensee_critique<\/a>> # Pens\u00E9e critique<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Pens\u00E9e critique<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/penser<\/a>> # Penser<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Penser<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/resilience<\/a>> # R\u00E9silience<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"R\u00E9silience<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/resilience_culturelle<\/a>> # R\u00E9silience culturelle<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"R\u00E9silience culturelle<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Thing\/resilience_scolaire<\/a>> # R\u00E9silience scolaire<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"R\u00E9silience scolaire<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/apprentissage_par_la_decouverte<\/a>> # Apprentissage par la d\u00E9couverte<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Apprentissage par la d\u00E9couverte<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/echec_scolaire<\/a>> # \u00C9chec scolaire<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"\u00C9chec scolaire<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/ecoles_professionnelles<\/a>> # \u00C9coles professionnelles<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"\u00C9coles professionnelles<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/interaction_en_education<\/a>> # Interaction en \u00E9ducation<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Interaction en \u00E9ducation<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/philosophie_etude_et_enseignement<\/a>> # Philosophie--\u00C9tude et enseignement<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Philosophie--\u00C9tude et enseignement<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/relations_maitre_eleve<\/a>> # Relations ma\u00EEtre-\u00E9l\u00E8ve<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Relations ma\u00EEtre-\u00E9l\u00E8ve<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/resilience_psychologie<\/a>> # R\u00E9silience (psychologie)<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"R\u00E9silience (psychologie)<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/5625535609#Topic\/sciences_de_l_education_philosophie<\/a>> # Sciences de l\'\u00E9ducation--Philosophie<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Sciences de l\'\u00E9ducation--Philosophie<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/vocabulary\/countries\/fr<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:Place<\/a> ;\u00A0\u00A0\u00A0\ndcterms:identifier<\/a> \"fr<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/www.theses.fr\/2016CLF20027\/document<\/a>>\u00A0\u00A0\u00A0\nrdfs:comment<\/a> \"Acc\u00E8s au texte int\u00E9gral<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/www.worldcat.org\/title\/-\/oclc\/1078673360<\/a>>\u00A0\u00A0\u00A0\u00A0a \ngenont:InformationResource<\/a>, genont:ContentTypeGenericResource<\/a> ;\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/www.worldcat.org\/oclc\/1078673360<\/a>> ; # R\u00E9silience culturelle et discussion \u00E0 vis\u00E9e philosophique : \u00C9tude suivie de sept \u00E9l\u00E8ves en lyc\u00E9e professionnel<\/span>\n\u00A0\u00A0\u00A0\nschema:dateModified<\/a> \"2020-04-20<\/span>\" ;\u00A0\u00A0\u00A0\nvoid:inDataset<\/a> <http:\/\/purl.oclc.org\/dataset\/WorldCat<\/a>> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n\n

Content-negotiable representations<\/p>\n