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_aHoussaye, Jean _eauthor |
| 245 | 0 | 0 | _aThe Metaphors of Knowledge Transmission |
| 260 | _c2008. | ||
| 500 | _a29 | ||
| 520 | _aIn 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 | _alearning | ||
| 690 | _atransmission of knowledge | ||
| 690 | _ahistory of education | ||
| 690 | _apedagogy | ||
| 690 | _aphilosophy of education | ||
| 786 | 0 | _nLa revue internationale de l’éducation familiale | o 22 | 2 | 2008-03-01 | p. 87-96 | 1279-7766 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2007-2-page-87?lang=en |
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