Suchergebnisse

International audience ; The report "Founding again student's selection and counselling. A state-regions issue" (Charvet, ed., 2019) states 27 recommendations, some of which concern the professionals, institutions and processes that help students in their thinking about their future school paths and careers. In conjunction with the French Government Parcoursup software, which selects and distributes high school students when then enter higher education, this report aims to put the finishing touches to the systemic organization of the French school that the events of May and the Faure law of 1968 had limited. Its recommendations should encourage the growth of private businesses and networks for school and career counseling or coaching. Not taking into account the conclusions of numerous studies (including those of the Collège de France, 1985 and the OECD, 2007 and 2018), the proposed measures do not call into question the principle underlying the organization of the school in France, namely: the selection of a social elite on the basis of the valorization of a single form of academic excellence. Such recommendations should not help to remedying the current situation (reproduction of the social hierarchy, deficit of highly qualified young people in many vocational sectors, subjective discomfort of certain teachers and students, etc.). Moreover, they ignore the major question of the support needed by young people who, at the beginning of the 21st century, wonder: by what active life can I contribute to the development of a sustainable, equitable and human economy? ; Le rapport « Refonder l'orientation. Un enjeu État-régions » (Charvet, dir. 2019) formule 27 préconisations, dont certaines concernent les professionnels de l'accompagnement à l'orientation et les institutions et dispositifs chargés d'accueillir les jeunes s'interrogeant sur leur orientation. Conjointement avec l'application du gouvernement français Parcoursup de sélection-répartition des lycéens dans l'enseignement supérieur, ce rapport vise à mettre ...

International audience ; The report "Founding again student's selection and counselling. A state-regions issue" (Charvet, ed., 2019) states 27 recommendations, some of which concern the professionals, institutions and processes that help students in their thinking about their future school paths and careers. In conjunction with the French Government Parcoursup software, which selects and distributes high school students when then enter higher education, this report aims to put the finishing touches to the systemic organization of the French school that the events of May and the Faure law of 1968 had limited. Its recommendations should encourage the growth of private businesses and networks for school and career counseling or coaching. Not taking into account the conclusions of numerous studies (including those of the Collège de France, 1985 and the OECD, 2007 and 2018), the proposed measures do not call into question the principle underlying the organization of the school in France, namely: the selection of a social elite on the basis of the valorization of a single form of academic excellence. Such recommendations should not help to remedying the current situation (reproduction of the social hierarchy, deficit of highly qualified young people in many vocational sectors, subjective discomfort of certain teachers and students, etc.). Moreover, they ignore the major question of the support needed by young people who, at the beginning of the 21st century, wonder: by what active life can I contribute to the development of a sustainable, equitable and human economy? ; Le rapport « Refonder l'orientation. Un enjeu État-régions » (Charvet, dir. 2019) formule 27 préconisations, dont certaines concernent les professionnels de l'accompagnement à l'orientation et les institutions et dispositifs chargés d'accueillir les jeunes s'interrogeant sur leur orientation. Conjointement avec l'application du gouvernement français Parcoursup de sélection-répartition des lycéens dans l'enseignement supérieur, ce rapport vise à mettre ...

International audience ; How could career interventions promote a fair and sustainable human development? In order to answer this question, first an account is provided of the factors that contributed to defining the first general model for career interventions and to the emergence of the second one. One such factor was a political dispute over the purpose of these interventions: should they aim only to provide companies with the required workforce, or should they both foster the optimal individual development and promote a richer and fairer social organization? In the current model, these interventions are supposed to help people manage their careers and, more generally, their lives. Designed with this objective in mind, such interventions meet the needs of people who live in postmodern societies. Nevertheless, to effectively prepare people for coping with the major challenges that humanity confronts today (such as decent work deficit, economic and social precarity affecting billions of young people, serious environmental and technological hazards, etc.), such interventions definitely need developing. Various proposals are made to contribute to solving these serious problems.

International audience ; How could career interventions promote a fair and sustainable human development? In order to answer this question, first an account is provided of the factors that contributed to defining the first general model for career interventions and to the emergence of the second one. One such factor was a political dispute over the purpose of these interventions: should they aim only to provide companies with the required workforce, or should they both foster the optimal individual development and promote a richer and fairer social organization? In the current model, these interventions are supposed to help people manage their careers and, more generally, their lives. Designed with this objective in mind, such interventions meet the needs of people who live in postmodern societies. Nevertheless, to effectively prepare people for coping with the major challenges that humanity confronts today (such as decent work deficit, economic and social precarity affecting billions of young people, serious environmental and technological hazards, etc.), such interventions definitely need developing. Various proposals are made to contribute to solving these serious problems.

International audience ; The twentieth century has been marked by a conceptual proliferation relating to the individual, to the self », to identity etc. A least six broad streams of thought can be differentiated. Some of them relate to the role of social structures or of interactions or dialogues in the formation of subjectivity whereas others are more focused on the subject him or herself. The model of vicariant identity frames and forms aims at integrating these different approaches, It distinguishes identity frames » (cognitive schemata relative to the main characteristics of individuals belonging to one of the categories of people which our social experience leads us to identify and identity forms (in which one constructs him/herself and perceives others). This model postulates that these frames are organised in a cognitive system. It proposes that that the subjective identity forms (in which individuals construct themselves) are susceptible to vicariance (in particular, they depend on the context in which the individual interacts (of his/her interactions or dialogues). Subjectivity (identity) is then conceived as a unified and structured system of identity forms in which individuals construct and represent themselves. The stability or malleability of the self depends upon degrees (1) of development of society and (2) of integration of different domains of the social cosmos, as well as the variety of interactions in contexts in which subjects become involved. Different indirect validations of these hypotheses are proposed. This approach allows use to understand the role of dialogues in self-construction during counselling interactions. It leads to questions on the ends and objectives of guidance practices. ; Le vingtième siècle a été marqué par un foisonnement conceptuel relatif à l'individu, au « soi », à « l'identité », etc. Au moins six grands courants de pensée peuvent être distingués. Certains d'entre eux relèvent le rôle des structures sociales ou des interactions ou d'interlocutions dans la formation ...

International audience ; The twentieth century has been marked by a conceptual proliferation relating to the individual, to the self », to identity etc. A least six broad streams of thought can be differentiated. Some of them relate to the role of social structures or of interactions or dialogues in the formation of subjectivity whereas others are more focused on the subject him or herself. The model of vicariant identity frames and forms aims at integrating these different approaches, It distinguishes identity frames » (cognitive schemata relative to the main characteristics of individuals belonging to one of the categories of people which our social experience leads us to identify and identity forms (in which one constructs him/herself and perceives others). This model postulates that these frames are organised in a cognitive system. It proposes that that the subjective identity forms (in which individuals construct themselves) are susceptible to vicariance (in particular, they depend on the context in which the individual interacts (of his/her interactions or dialogues). Subjectivity (identity) is then conceived as a unified and structured system of identity forms in which individuals construct and represent themselves. The stability or malleability of the self depends upon degrees (1) of development of society and (2) of integration of different domains of the social cosmos, as well as the variety of interactions in contexts in which subjects become involved. Different indirect validations of these hypotheses are proposed. This approach allows use to understand the role of dialogues in self-construction during counselling interactions. It leads to questions on the ends and objectives of guidance practices. ; Le vingtième siècle a été marqué par un foisonnement conceptuel relatif à l'individu, au « soi », à « l'identité », etc. Au moins six grands courants de pensée peuvent être distingués. Certains d'entre eux relèvent le rôle des structures sociales ou des interactions ou d'interlocutions dans la formation de la « subjectivité » alors que d'autres se centrent beaucoup plus sur le « sujet » en tant que tel. Le modèle des cadres et des formes identitaires vicariantes se propose d'intégrer ces différentes approches. Il distingue les cadres identitaires (schémas cognitifs relatifs aux catégories de personnes que l'expérience sociale conduit les membres d'une société à concevoir) et les formes identitaires (dans lesquelles ceux-ci perçoivent autrui et se construisent). Ce modèle postule que ces cadres forment un système cognitif. Il pose que les formes identitaires subjectives (dans lesquelles les individus se construisent) sont susceptibles de vicariance : elles dépendent notamment des contextes où l'individu interagit (de ses interactions et interlocutions). La subjectivité (l'identité) est ainsi conçue comme le système unifié et structuré des formes identitaires dans lesquels l'individu se construit et se représente. La stabilité ou la malléabilité du soi dépendent ainsi des degrés (l) de développement de la société et (2) d'intégration des différents domaines du cosmos social ainsi que de la variété des interactions contextualisées dans lesquelles le sujet s'engage. Plusieurs validations indirectes de ces hypothèses sont proposées. Elles permettent de comprendre le rôle que les interlocutions jouent dans la construction de soi, lors d'interactions de conseil. Elles conduisent à s'interroger sur les finalités et les objectifs des pratiques en orientation.