Identités et tactiques autodidactes
Institution:
Paris 8Disciplines:
Directors:
Abstract EN:
The usual and common approach to self-teaching hasn't proved relevant to cover the field of the multiple identities and functions created by this specific learning process. That is why we have tried to define what self-teaching actually means at the present time, as the cumulative result of all that it has been, and also maybe as an anticipation of what it will be. In this search we have aimed at exploring the various paths self-teaching opens, at eliciting its most recurrent features which can accurately show how different it can be from other self-training practices and from learning through experience, which it often proves to be different from. Self-teaching has its own characteristics which we have found make it an extremely independant, voluntary and determined learning process. Our methodological reference has been the transversal and multireferential approach, which means a lot of disciplines can interact (philosophy, history, sociology, psychology, the theory of imagery, literature). This approach has enabled us to cast an appropriate light on the timeless an universal dimensions of self-teaching (beyond time and space). We have studied historical permanence, ambivalence towards hetero-training systems, the transgressing of each individual who frees himself little by little from is own socio-cultural background. Thanks to autos-key we have understood that even though each self-teaching process is autonomous, it depends on its environment : mythical images depict it alternatively as positive or negative. The multi-level approach seems to show that self-teaching now tends to connect itself with hetero-training with which it constantly interacts : the former one was born from, is justified and contradicted by the latter one. Self-training occurs much more in phases alternating with hetero-training than as a continuing phenomenon, it was born from time immemorial and has always proved to be a remarkable means of cultural integration.
Abstract FR:
La conception habituelle et commune de l'autodidaxie ne s'averant pas susceptible de rendre compte des multiples identites et fonctions relevant de ce mode d'auto-apprentissage, il s'est agi de tenter de definir ce que pouvait etre sa realite actuelle, resultat additionnel de ce qu'il fut, et peut-etre prefiguration de ce qu'il sera. L'objet de cette recherche est d'explorer les differents possibles de l'autodidaxie, de tenter d'en retrouver les traits les plus recurrents rendant compte avec precision de differences la distinguant d'autres autoformations, de l'apprentissage par l'experience, dont elle s'eloigne frequemment, tissant ses propres specificites qui en font selon nous une demarche apprenante eminement independante, volontaire et determinee. Le support methodologique est constitue de l'approche transversale et de la multireferentialite, faisant en sorte que s'interpellent diverses references (philosophie, histoire, sociologie, psychologie, theorie de l'imaginaire, litterature) afin d'eclairer judicieusement l'autodidaxie en ses intemporalite et universalite. Sont ainsi donnees a voir la permanence historique, l'ambivalence vis a vis des systemes heteroformateurs, les transgressions de tout individu s'affranchissant progressivement de son habitus. La "cle-autos" permet de saisir que tout cheminement autodidacte est dependant dans son independance de son environnement, les images issues du mythique et du sacrai en brossant une representation alternativement positive et negative. L'analyse plurielle tend a montrer une autodidaxie desormais en prise avec le systeme heteroformateur, avec lequel elle interagit en permanence ; elle y trouve ses origines, sa justification, ses contradictions. S'exprimant bien davantage sous forme de phases alternant avec de l'heteroformation que sous le signe de la continuite, cet auto-apprentissage surgi du fond des ages les plus recules serait depuis toujours un element acculturateur de premier plan.