Monde imaginal et auto-education elements pour une hermeneutique de l'imaginal educatif
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Abstract EN:
The origin of the thesis stands on a two-fold questioning : an interrogation on the place and role of elected images (the 'imaginal') in the construction of the private and professional identity of the teacher and an attempt to define the esthetic experience which characterizes this process. The core of the problem inscribes itself between four notions : that of a narrative identity which, through esthetic experiences, enables the individual to draw into his stockpile of fictional "imaginal" in order to build a meaningful vision of his life, along with a hermeneutic of the self, conceived as aself-education, from his narrative identity, of the character. Hence the necessity of considering the relationships between a hermeneutic of the self and a hermeneutic of the 'imaginal', necessity which leads to a three-fold questioning : how, through a contact with artistic and fictional works, is it possible to validate a personal praxis by refering to a fictional 'imaginal' ? and what links the individual have to establish between his cultural praxis (the personal task of constructing one self) and the civilisational requirements of the overwhelming contemporary world. Through theoretical references to montaigne, nietzsche and freud and through 'imaginal' references to francois truffaut's films, the aim of the work is to re-establish self-reflexion as an aufklarung of the self by re-introducing personal experiences, the fundemental basis of subjectivity. It is also related to the philosophical conception which emphasizes the need for an individual to draw from his own biographical experience and from self reflexion to be in the habit of finding, in his own ressources, the means to exploit them for the leitmotives of his life. Centered upon the relation to the otherness (for in the imaginal, what narcisse maybe is looking for is not his image, but the approbation of the other), we are confronted to a task of self-education, that everybody is following, and where everybody meditates with his own means-including the 'imaginal' ones.
Abstract FR:
Au depart un double questionnement : a) s'interroger sur la place et le role des images elues (l'imaginal) dans la construction de l'identite privee et professionnelle de l'enseignant. B) specifier l'experience esthetique qui caracterise ce processus. La problematique s'inscrit entre quatre notions : celle d'une identite narrative qui, au travers de l'experience esthetique, s'abreuve a la source de l'imaginal fictionnel pour se construire une vision sensee de sa vie et celle d'une hermeneutique de soi, percue comme autoeducation du sujet sur son identite narrative. D'ou la problematique des rapports d'une hermeneutique de soi a une hermeneutique de l'imaginal sous un triple questionnement : comment est-il possible de s'auto-eduquer au contact des oeuvres d'art et de fiction ? de valider notre agir personnel en nous referant a de l'imaginal fictionnel ? et, plus largement, quels rapports l'individu doit-il etablir entre l'agir culturel (la tache personnelle de se realiser soi) et les exigences civilisationnelles du monde englobant de l'epoque. Autour d'une double reference : theorique a montaigne nietzsche, freud et imaginale aux films de francois truffaut l'enfant sauvage et une belle fille comme moi, la demarche vise a retablir l'autoreflexion comme une aufklarung du soi dans un retour aux formes vecues de la subjectivite. Elle est liee a la conception philosophique que l'individu doit par l'auto-reflexion et en fonction de son experience biographique propre, s'habituer a penser les forces qui l'habitent pour les mettre au service de la finalite de vie qu'il se donne. Au coeur d'un rapport a l'alterite (car dans l'imaginal ce que narcisse cherche alors ce n'est pas son image mais le regard approbateur de l'autre) l'individu est bien en presence d'une tache auto-educative que chacun mene, medite seul avec ses propres armes - y compris celles d'un imaginal fictif.