Usages et mésusages des compétences transversales : cas des pratiques d’éducation familiale
This article investigates the preconceived assumptions involved in the notion of cross-disciplinary skill, as it has appeared since 2007 in the field of family education. In the first section, the authors examine and discuss this notion according to Wittgenstein’s theory of meaning. The second secti...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2016-07-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/edso/1735 |
| Summary: | This article investigates the preconceived assumptions involved in the notion of cross-disciplinary skill, as it has appeared since 2007 in the field of family education. In the first section, the authors examine and discuss this notion according to Wittgenstein’s theory of meaning. The second section reveals the weakness of such an ideology by empirically demonstrating the fragility of the assumptions on which it relies (mainly regarding situations’ transferability and homogeneity). |
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| ISSN: | 2271-6092 |