Éléments d'une crise « post-moderne » dans la formation scientifique des ingénieurs (notice n° 738340)
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| fixed length control field | 04089cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123090516.0 |
| 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 | Bot, Ludovic |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Éléments d'une crise « post-moderne » dans la formation scientifique des ingénieurs |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2007.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 86 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméLa légitimité des formations supérieures scientifiques est devenue problématique dans le contexte de crise de la modernité que nous connaissons et qui véhicule des reconfigurations importantes dans les rapports aux savoirs, notamment scientifiques. Les formations d’ingénieurs semblent moins touchées parce qu’elles restent reconnues en terme de professionnalisation et gardent de ce fait des effectifs importants. Pourtant, leur volet « scientifique » n’échappe pas à la « crise » et la référence exclusive à la professionnalisation pourrait masquer le fait que l’idéal positiviste de la formation scientifique ne fonctionne plus sur le plan éducatif, alors que le positivisme reste le ressort principal du développement des sciences contemporaines et est implicitement très présent dans les représentations des enseignants-chercheurs qui assurent l’enseignement des sciences dans les écoles d’ingénieurs. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Elements of a post-modern crisis in the scientific education and training of engineersThe legitimacy of higher scientific education and training has become problematic in the context of the crisis of modernity that we understand as conveying important reconfigurations of the relationships of knowledge, especially scientific knowledge. The education and training of engineers seems to be less affected because they remain recognised in terms of professionalisation and thus are made more effective. However their “scientific” aspect doesn’t escape the crisis and the exclusive reference to professionalisation may mask the fact that the positivist ideal of scientific education and training no longer works within the educational programme; while on the other hand positivism remains the principal resort of the development of contemporary sciences and, implicitly, very much present in the representations of teacher-researchers who are responsible for the teaching of science in engineering schools. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Elementos de una crisis « posmoderna » en la formación científica de los ingenierosLa legitimidad de las formaciones superiores científicas se ha hecho problemática en el contexto de crisis de la modernidad que conocemos y que acarrea transformaciones importantes en la relación a los saberes, sobre todo científicos. Las formaciones de ingenieros parecen menos afectadas porque siguen siendo reconocidas como profesionalización y conservan por ello un alumnado importante. Sin embargo su lado « científico » no escapa a la « crisis » y la referencia exclusiva a la profesionalización podría ocultar que el ideal positivista de la formación científica ya no funciona desde el punto de vista educativo, mientras que el positivismo sigue siendo el motor principal del desarrollo de las ciencias comtemporáneas y sigue estando muy presente de manera implícita en las representaciones de los profesores investigadores que imparten la enseñanza de las ciencias en las escuelas de ingenieros. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | académisation des formations d'ingénieurs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professionnalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | formation scientifique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | positivisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éclatement des savoirs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | post-modernité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | positivism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | breakdown of knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | post-modernism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | academicisation of the education and training of engineers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professionalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | scientific education and training |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Les Sciences de l'éducation - Pour l'Ère nouvelle | 40 | 3 | 2007-09-01 | p. 31-57 | 0755-9593 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-les-sciences-de-l-education-pour-l-ere-nouvelle-2007-3-page-31?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-les-sciences-de-l-education-pour-l-ere-nouvelle-2007-3-page-31?lang=fr&redirect-ssocas=7080</a> |
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