L’intérêt de la DVP pour (re)donner du sens aux apprentissages
The fight against social and school inequalities requires rethinking the relationship to knowledge. Teaching philosophy for children can be considered as a lever to reflect on the meaning of the word “learning” by developing their posture as learner. This article is based on a long teaching experien...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2019-09-01
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/7190 |
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| author | Olivier Blond-Rzewuski |
| author_facet | Olivier Blond-Rzewuski |
| author_sort | Olivier Blond-Rzewuski |
| collection | DOAJ |
| description | The fight against social and school inequalities requires rethinking the relationship to knowledge. Teaching philosophy for children can be considered as a lever to reflect on the meaning of the word “learning” by developing their posture as learner. This article is based on a long teaching experience within the French elementary school system and more specifically with children living in “priority education zones” (the “REP +” zones). The discussion with a philosophical purpose (“DVP”) can be a tool for other disciplinary fields and is proving to be a vector of the desire to learn for children children who are particularly vulnerable academically and socially. Philosophy is therefore seen as a "learning modality". Through an original approach, with Lipmannian connotation, the goal is to promote or develop the "student posture" of pupils, somewhat using a pedagogy of astonishment or enigma. An illustration of this approach is proposed as part of reading in Cycle 3. |
| format | Article |
| id | doaj-art-80fce49f1cfb40c4bb755e2ae4f44882 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2019-09-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-80fce49f1cfb40c4bb755e2ae4f448822025-01-30T13:39:22ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922019-09-015310.4000/edso.7190L’intérêt de la DVP pour (re)donner du sens aux apprentissagesOlivier Blond-RzewuskiThe fight against social and school inequalities requires rethinking the relationship to knowledge. Teaching philosophy for children can be considered as a lever to reflect on the meaning of the word “learning” by developing their posture as learner. This article is based on a long teaching experience within the French elementary school system and more specifically with children living in “priority education zones” (the “REP +” zones). The discussion with a philosophical purpose (“DVP”) can be a tool for other disciplinary fields and is proving to be a vector of the desire to learn for children children who are particularly vulnerable academically and socially. Philosophy is therefore seen as a "learning modality". Through an original approach, with Lipmannian connotation, the goal is to promote or develop the "student posture" of pupils, somewhat using a pedagogy of astonishment or enigma. An illustration of this approach is proposed as part of reading in Cycle 3.https://journals.openedition.org/edso/7190primary schoolPhilosophy for Childrenlearning modalitylearner posturereading comprehension |
| spellingShingle | Olivier Blond-Rzewuski L’intérêt de la DVP pour (re)donner du sens aux apprentissages Éducation et Socialisation primary school Philosophy for Children learning modality learner posture reading comprehension |
| title | L’intérêt de la DVP pour (re)donner du sens aux apprentissages |
| title_full | L’intérêt de la DVP pour (re)donner du sens aux apprentissages |
| title_fullStr | L’intérêt de la DVP pour (re)donner du sens aux apprentissages |
| title_full_unstemmed | L’intérêt de la DVP pour (re)donner du sens aux apprentissages |
| title_short | L’intérêt de la DVP pour (re)donner du sens aux apprentissages |
| title_sort | l interet de la dvp pour re donner du sens aux apprentissages |
| topic | primary school Philosophy for Children learning modality learner posture reading comprehension |
| url | https://journals.openedition.org/edso/7190 |
| work_keys_str_mv | AT olivierblondrzewuski linteretdeladvppourredonnerdusensauxapprentissages |