Le savoir en éducation : entrevoir la relation d’interdépendance au-delà des confusions

• Main Author: Tommy Terraz
• Format: Article
• Language: fra
• Published: Université de Provence 2017-12-01
• Series: Questions Vives
• Subjects: dialogue; knowledge; interdependence; textuality; altruism
• Online Access: http://journals.openedition.org/questionsvives/2803

Based on several recent studies, the article first interrogates the risks of potential confusion between the knowledges in the current educational world invested by the neoliberal ideology, by distinguishing three levels: the values and the finalities assigned to the knowledge; the distinction between knowledge and information; the relationship between the knowledges. We work on the hypothesis that these confusions result from a substantialist and/or nihilistic conception of knowledges as well as persons. In both cases, it would be an obliteration of the ethical, ontological, anthropological, epistemic and linguistic primate of the relationship of interdependence. Based on the work of the philosopher Francis Jacques, we propose some reflexive ways to understand the relationship in its different modalities: interpersonal relationship (through dialogue), relationship to knowledge and texts (through interrogation), and relationship of knowledge between them (through discernment of the domains of the symbolic to achieve the articulation of knowledge in an appropriate and unconfused manner). Finally, we draw the outlines of a relational ethical approach that demonstrates that altruism is a necessary but not sufficient condition to access a truly dialogical and educational relationship, in and through which meanings, knowledges, and persons are co-emerging.