Éduquer Dans un Monde Incertain: Quel Cadre Pour Comprendre Comment les Enseignants Appréhendent les Incertitudes des Questions Socialement Vives ?
Journal Title: Sisyphus – Journal of Education - Year 2017, Vol 5, Issue 2
Abstract
Nous vivons à l’ère des incertitudes. Le développement des technosciences génère de grandes questions auxquelles les sociétés sont incapables de répondre avec certitude et universalité. Cet état d’indétermination généralisée entre en tension avec un traitement traditionnellement cartésien de l’imprévisibilité. Au débat épistémologique fondamental de la certitude des connaissances scientifiques s’agrègent désormais des incertitudes sociales, politiques, informationnelles, réflexives, etc., qui structurent les dynamiques des controverses dans l’espace social. Au sein de la classe, l’enseignement des questions socialement vives matérialise ces incertitudes, du fait de leur complexité et de la pluralité de réponses potentielles qu’elles impliquent. En France, leur introduction en classe crée un certain nombre de difficultés pour les enseignants: outre un ensemble de contraintes professionnelles et pédagogiques, l’appréhension des incertitudes semble en être un des principaux freins. Nous proposons donc ici, dans une approche théorique qui mobilise des regards issus de la sociologie des sciences, une identification des formes d’incertitudes socio-épistémiques inhérentes aux technosciences controversées. Dans le champ de la didactique des sciences, cette approche par les incertitudes permet de mieux comprendre les risques d’enseignement des questions socialement vives ressentis par les enseignants. Il s’agit alors, dans une optique d’autonomisation des enseignants telle que le développe le projet PARRISE, d’élaborer des processus de formation qui permettraient de mieux appréhender ces incertitudes, non pas en tentant de les réduire ou de les minimiser, mais en les identifiant et en les contextualisant. [EN] We live in the age of uncertainties. The development of technosciences creates huge interrogations for which societies are unable to answer with certainty and universality. This general undetermined state collides with the Cartesian traditional treatment of the unpredictability. In addition to the fundamental epistemological debate about the certainty of scientific knowledge, appear by now some social, political, informational, reflexive (etc.) uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions provides the opportunity to work these uncertainties, because of their complexity and the plurality of potential answers they include. In France, their introduction in classroom causes several difficulties to teachers: beside a set of professional and pedagogical constraints, the apprehension of uncertainties seems to be one of the major brakes. With a theoretical approach that mobilizes some points of view from sciences sociology, we propose here an identification of the forms of socio-epistemic uncertainties related to controversial technosciences. In the field of sciences didactic, this uncertainties approach allows a better comprehension of the socially acute questions’ teaching risks felt by teachers. Toward a goal of teachers’ empowerement as the PARRISE project aims, the issue is to elaborate a teacher professional development process that could help to grasp these uncertainties, not to reduce or minimize them, but rather to identify and contextualize them.
Authors and Affiliations
Lucas Nedelec, Laurence Simonneaux, Grégoire Molinatti
Keywords
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- EP ID EP334403
- DOI 10.25749/sis.11844
- Views 132
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