Médiation et résilience (notice n° 764235)
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| fixed length control field | 05861cam a2200385 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123103544.0 |
| 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 | Englander, Henriette |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Médiation et résilience |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 89 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le principe de l’école inclusive n’implique pas seulement que les élèves en grande difficulté d’apprentissage aient leur place en classe ; il intègre aussi celui de la scolarisation de droit des élèves en situation de handicap. Ici et là, il s’agit, comme pour le commun de la population scolaire, de permettre à chacun de s’approprier ou de se réapproprier sa dynamique propre de développement. Tel est le sens de la loi. Mais l’inclusion a un prix et la loi n’a elle-même de sens que si les enseignants disposent de tous les moyens de faire face à l’obligation qui leur est ainsi faite.Ce principe de l’école inclusive enveloppe évidemment le postulat d’éducabilité, à savoir l’idée selon laquelle toute personne est « modifiable », quelle que soit par ailleurs l’exception dont elle est porteuse. Considérer donc, fût-ce contre l’évidence, que les élèves qui peinent à apprendre, voire n’apprennent pas, peuvent néanmoins apprendre, c’est admettre qu’en dépit des apparences ils restent capables de pensée formelle ou abstraite. C’est là une donnée de statut anthropologique qui, aujourd’hui encore, demeure fort éloignée d’affleurer à la conscience commune. On doit primordialement à Vygotski d’avoir montré que tout apprentissage passe par la médiation humaine. D’où l’idée, développée ultérieurement par les psychologues qui ont investi cette perspective, que le retard ou la stase du comportement peuvent se comprendre comme défaut ou interruption accidentelle de l’expérience médiatisée. Parmi les nombreuses réponses, toujours à adapter à chaque cas particulier, nous nous intéressons notamment à celle qu’a proposée Reuven Feuerstein : il a élaboré un outil, le PEI1, qui est d’ailleurs bien loin de n’être qu’un outil. Les critères de médiation qu’il définit se réfléchissent dans des pratiques dont la « bientraitance » constitue l’une des dimensions, laquelle nous retient ici pour ce qu’elle se donne comme une condition de possibilité des chances de résilience, concept particulièrement développé par Boris Cyrulnik. Enrichi par la médiation de l’expérience nouvelle et adaptée de l’apprentissage, l’enfant qui se modifie au niveau cognitif mais aussi métacognitif, conatif et social, parce qu’il se construit autrement, parce qu’il récupère sa dynamique de développement, s’ouvre par là même aux possibles de la résilience. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The principle of the inclusive school means that not only do pupils with severe learning difficulties have their place in the classroom, but also that physically disabled pupils have a right of equal access to education. Here and there, this involves allowing each pupil to personalize or repersonalize his or her own development process in accordance with e letter of the law. However, inclusion has a price, and the law has no meaning unless teachers use every means at their disposal to live up to the obligation that it confers on them.Of course, the principle of the inclusive school assumes that everyone can be educated and presupposes that every person is ‘modifiable’, no matter what exceptional circumstances they may have. Believing, despite all evidence to the contrary, that pupils who are learning little or nothing can still learn is to admit that, in spite of appearances, they remain capable of formal or abstract thought. This is a given of the anthropological status has yet to take a strong hold in the public’s mindset. It was Vygotski who originally demonstrated that all learning is the result of human mediation, whence the idea later developed by psychologists who studied this perspective that behavioural delays or stasis may be understood as a lack or accidental interruption of the mediated experience. From among numerous responses, all of which must be adapted to each specific case, we are most especially interested in the one proposed by Reuven Feuerstein, who developed a tool called the Instrumental Enrichment Programme, which has turned out to be more than a simple tool. The mediation criteria that he defines are reflected in practices whose ‘positive treatment’ constitutes one of the dimensions, and we are using it here as a condition for the possibility of resilience, a concept that Boris Cyrulnik has written about in great depth. Enriched by the mediation of new experiences and adapted by learning, a child is changed not only cognitively but also metacognitively, conatively, and socially, because he or she is rebuilding him- or herself and recovering his or her ability to develop. This development makes resilience a possibility for this child. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Estime de soi |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Éducabilité cognitive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Tuteur de résilience |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Critères de médiation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Modifiabilité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Médiateur |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Apprentissage médiatisé |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Formation des enseignants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Résilience |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teacher training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Cognitive learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Mediation criteria |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Resilience |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Self-esteem |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Mediator |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Mediatised learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Resilience tutor |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Modifiability |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 42 | 2 | 2008-07-01 | p. 53-67 | 1957-0341 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2008-2-page-53?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2008-2-page-53?lang=fr&redirect-ssocas=7080</a> |
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