Qu'est-ce que la pensée ? (notice n° 766468)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104228.0 |
| 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 | Vergnaud, Gérard |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Qu'est-ce que la pensée ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 62 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’idée principale de cette contribution est que, pour comprendre la pensée, il faut l’analyser comme une activité qui se déroule et se développe dans le temps. Cette étude de la pensée dans sa dimension temporelle est celle que conduit le psychologue et le philosophe, lorsqu’ils s’intéressent aux compétences, conceptions et attitudes qui se forment au cours de l’expérience. Ces conceptions et attitudes se construisent progressivement, dans l’interaction des médiations d’apprentissages proposées par un tiers et des constructions cognitives du sujet. Le médiateur a comme première responsabilité de choisir les situations à offrir à l’apprenant ; puis de clarifier le but de l’activité, de contribuer à l’organisation de cette activité, y compris de la prise d’information et du contrôle, de faciliter les inférences en situation ; enfin, de faire émerger, au moins partiellement, les notions et vérités pertinentes. La mise en mots et en symboles des connaissances et des règles de conduite forme une partie non négligeable de l’activité du médiateur, mais elle n’en constitue qu’une partie. En outre, la communication entre le médiateur et l’apprenant est frappée des mêmes ambiguïtés que toute autre communication : il y a un écart entre, d’une part, les propos tenus par le médiateur et le sens qu’il leur donne en fonction de son propre système d’invariants, d’autre part les propos entendus par l’apprenant, qui leur attribue un sens qui dépend, lui, du système d’invariants de l’apprenant. En résumé, l’appropriation d’une culture par un individu dépend, certes, nécessairement de sa propre activité, y compris de son travail de construction ou de reconstruction des concepts constitutifs de cette culture. Mais elle dépend aussi fortement de l’aide qu’il reçoit de son environnement et donc de la qualité des médiations dont il bénéficie. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The main idea of this contribution is that in order to understand thought we must analyze it as an activity that takes place and develops in time. This study of thought in its temporal dimension is the study conducted by psychologists and philosophers when they examine skills, conceptions, and attitudes that are formed in the course of experience. These conceptions and attitudes are built progressively, within the interaction between learning mediations proposed by a third party and the cognitive constructs of the subject. The primary responsibility of the mediator is to choose the situations to offer to the learner, then to clarify the purpose of the activity, to help organize it, including the reception of the information and control, to facilitate inferences within the given situation. Lastly, his responsibility is to point out, at least partially, the relevant truths and notions. Moreover, communication between the mediator and the learner is characterized by the same ambiguities as any other type of communication. There is a gap between the statements made by the mediator, which have the meaning the mediator gives them based on his own system of invariants, and the statements as heard by the learner, who gives them a meaning which depends on his particular system of invariants. To summarize, the mastery of a culture by an individual depends, to be sure, on his own activity, including his construction or reconstruction of those concepts that make up that culture. But this mastery is also highly dependent on the help he receives from his environment, and therefore on the quality of the mediations he benefits from. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pensée (construction de la) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychologie des apprentissages psyc |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychologie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Connaissances (acquisition des) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Médiations (dans l'apprentissage) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Philosophie (de la connaissance et de l'éducation) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Philosophy (of knowledge and education) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Knowledge (acquisition of) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychology of psychic learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Mediations (in learning) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Temporality (of psychic learning) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Thought (construction of) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Psychology |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 63 | 3 | 2013-10-01 | p. 277-299 | 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-2013-3-page-277?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2013-3-page-277?lang=fr&redirect-ssocas=7080</a> |
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