L'art d'enseigner ou : ce qui ne saurait etre enseigne. psychopedagogie de la psychopedagogie. essai d'epistemologie
Institution:
Paris 8Disciplines:
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Abstract EN:
Globalizing, non-dualistic thinking or the avatars of knowledge considered here by means of two complementary approaches : (1) what does it consist of? and (2) how is it transmitted? (1) epistemology of epistemology : by means of examination of the epistemology underlying the discourse of epistemologists within various fields of knowledge and varied cultural backgrounds, a methodology reveals itself as applied to pinpointing models of thought processes underlying our use of language, as well as designed to explore the explicit and implicit dimensions of speech (incl. Those of silence). (2) psychopedagogy of psychopedagogy : what does it mean to teach ? to learn? to understand? to know? within a framework of globalistic thinking. Propositions for a methodology of learning within a "wholistic" perspective, based upon a reactualization of a globalizing theory of speech, a theory of perception, a theory of number, integrated in an overall general theory of resonance. These two complementary approaches are interwoven and reciprocally interdependant throughout the seven chapters of this essay, as follows: 1. Overture: (incl. Postulates of globalizing epistemology as present in this opus) 2. "science" and knowledge: theoreticians, historians, logicians (i. E. K. Popper) 3. "psychology" and knowledge : piaget and intelligence. 4. "philosophy" and knowledge : heidegger and aletheia. 5. "language", knowledge and perception: logic (cf. Chinese), sound (cf. Rg veda, post-vedic texts, plato's cratylos, etc), perception, reality. 6. Teaching learning and knowledge knowing: prerequisites, stages within process, psychopedagogy and epistemology of transmission. 7. "understanding" and knowing : some pathologies of dichotomizing epistemologies, and beyond: from syncretism to synessence.
Abstract FR:
La pensee globalisante, non-dichotomisante ou les avatars du savoir interroge ici selon deux modalites complementaires: (1) en quoi consiste-t-il ? et (2) comment se transmet-il? (1) epistemologie de l'epistemologie: a partir d'une lecture epistemologique du discours d'epistemologues de divers champs du savoir et horizons culturels, se trouve posee une methodologie appliquee ici a mettre en evidence autant les modeles de pensee sous jacents au langage que les dimensions explicites et implicites de la parole (dont celles du silence). (2) psychopedagogie de la psychopedagogie: qu'est-ce qu'enseigner? apprendre? comprendre? savoir? selon le mode de penser globalisant. Propositions pour une methodologie de l'enseignement dans une perspective globalisante, a partir de la reactualisation d'une theorie globalisante de la parole, de la perception, du nombre, integrees dans une theorie generale de la resonance. Ces deux approches complementaires s'imbriquent et se soutiennent reciproquement le long des sept chapitres: 1. Ouverture: comprenant une axiomatique. 2. "science" et savoir: theoriciens, historiens,logiciens (k. Popper). 3. "psychologie" et savoir: piaget et intelligence. 4. "philosophie" et savoir : heidegger et aletheia. 5. "langage", savoir et ca-voir: langage et logique; langage et son; langage et perception; langage et realite. 6. "enseignement" et savoir: prealables et etapes du processus; metanoia ou paravrtti; epistemologie de la transmission. 7. "comprendre" et savoir: pathologies de l'epistemologie dichotomisante; et au-dela : du syncretisme vers la synessence.