Les images de la transmission (notice n° 1132386)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02772cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250413034042.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Houssaye, Jean |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Les images de la transmission |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 15 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméDans le champ de l’éducation, trois images peuvent être dégagées du concept de transmission : la transmission comme passerelle, la transmission comme distance absolue et la transmission comme transgression. La première image suppose un passage dont la traversée reste difficile et périlleuse tant l’apprentissage est incertain et le voyage un appel au dépassement des limites. La deuxième place l’élève dans l’obligation d’accepter la différence absolue qui le sépare du maître comme la condition préalable à tout apprentissage. La troisième relève d’une perspective pédagogique. Les ruptures nécessaires font la trame de l’histoire de la pédagogie. Elles montrent dans quelle mesure l’apprentissage s’accomplit dans la transgression pour ne pas réduire la transmission à une simple domestication. Ainsi pour faire œuvre de pédagogie faut-il transmettre en transgressant. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In the field of education, three metaphors can be used to define the concept of knowledge transmission : knowledge transmission as a footbridge, knowledge transmission as travelling an absolute distance and knowledge transmission as transgression. The first metaphor assumes there is a passage, a crossing that remains difficult and perilous, such that the learning process is blurred and the learning trajectory requires going beyond certain limits. The second metaphor requires the learner to accept the absolute difference that separates him/her from the teacher, as the prerequisite for learning to occur. The third metaphor reflects a pedagogical perspective. The history of pedagogy is nurtured by successive and necessary ruptures or breaks. These breaks show the extent to which the learning process is achieved through transgression, if transmission is to avoid becoming mere domestication. Thus any pedagogical project requires transmission by way of transgression |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprendre |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | histoire de l'éducation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | philosophie de l'éducation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | transmettre |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | history of education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | philosophy of education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | transmission of knowledge |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de l'éducation familiale | 22 | 2 | 2008-03-01 | p. 87-96 | 1279-7766 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2007-2-page-87?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2007-2-page-87?lang=fr&redirect-ssocas=7080</a> |
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