000			02010cam a2200265 4500500
005			20250112042936.0
041			_afre
042			_adc
100	1	0	_ade Bisschop, Hervé _eauthor
700	1	0	_a Olry, Paul _eauthor
245	0	0	_aConstrained body learning
260			_c2022.
500			_a86
520			_aThe role of the body in learning has been studied in classical training universes (Faure, 2000), particularly for the purpose of acquiring bodily knowledge. It is less common for him to be placed under observation with participants exposed to physical, psychological and mental overloads, for training purposes. To help understand how bodies participate in learning, we studied a particular segment of the training system: the training course followed in French Guiana by EMIA officer cadets. The whole training aims at acquiring both conceptual and relational knowledge. The pedagogical intention of the observed internship is based on a radical principle: to exhaust individual bodies in order to “become one” within the group. It is a question of encouraging the emergence of a collective, essential to face a didactically designed environment for this purpose, in an environment that is naturally exhausting and stressful for the mind and body. The study consisted in characterizing the role played by the sensory, emotional and sensory-motor dimensions within these learning processes. The results highlight known familiarity judgments, other forms of typicalization appear during these over-soliciting experiments.
690			_acorporeality
690			_aleadership
690			_afeelings of familiarity
690			_atraining
690			_acorporeality
690			_aleadership
690			_afeelings of familiarity
690			_atraining
786	0		_nLes Sciences de l'éducation - Pour l'Ère nouvelle | 53 | 4 | 2022-03-15 | p. 55-76 | 0755-9593
856	4	1	_uhttps://shs.cairn.info/journal-les-sciences-de-l-education-pour-l-ere-nouvelle-2020-4-page-55?lang=en
999			_c185211 _d185211