Suchergebnisse

The purpose of this article is to analyse what is covered by a school discipline, the economy, from the point of view of pupils. For this, we have used the concepts of knowledge, representation and schem; we sent a double questionnaire (pre-test and post-test) from a sample of 170 students at a conference of an economist researcher to secondary school students. The structure of a school discipline is fundamentally different from the subject from the academic point of view, at least for learners. Economic sciences are characterised by three dominant students: mathematical tools, humanist concerns and a mercantile professional outlet. ; International audience ; The purpose of this article is to analyse what is covered by a school discipline, the economy, from the point of view of pupils. For this, we have used the concepts of knowledge, representation and schem; we sent a double questionnaire (pre-test and post-test) from a sample of 170 students at a conference of an economist researcher to secondary school students. The structure of a school discipline is fundamentally different from the subject from the academic point of view, at least for learners. Economic sciences are characterised by three dominant students: mathematical tools, humanist concerns and a mercantile professional outlet. ; L'objet de cet article est de faire une analyse de ce que recouvre une discipline scolaire, l'économie, du point de vue des élèves. Pour ce, nous avons utilisé les concepts de rapports au savoir, de représentation et de schème ; nous avons fait passer un double questionnaire (pré-test et post-test) auprès d'un échantillon de 170 élèves lors d'une conférence d'un chercheur économiste à des lycéens. La structure d'une discipline scolaire est fondamentalement différente de la discipline depuis le point de vue universitaire, au moins pour les apprenants. Les sciences économiques sont caractérisées par trois dominantes pour les élèves : des outils mathématiques, des préoccupations humanistes et un débouché professionnel mercantile.

La PAC existe depuis 1957 et a été l'un des socles de la construction européenne. La PAC est au programme des formations agricoles depuis plusieurs décennies. Il y a une volonté des autorités académiques de coller à une actualité économique et politique. On demande une réaction plus rapide du système, facilitée par une information considérée comme accessible et quasi instantanée grâce à Internet, ce qui est source d'incertitude.

In this article, we study third-year university students'reasoning about three controversial socio-scientific issues from the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France, wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations and of socio-scientific reasoning. Students'reasoning varies according to the issues, in particular because of their emotional proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance and the place given to politics.

International audience ; In this article, we study third-year university students'reasoning about three controversial socio-scientific issues from the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France, wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations and of socio-scientific reasoning. Students'reasoning varies according to the issues, in particular because of their emotional proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance and the place given to politics.

Face à ces problématiques émergentes et complexes, aux implications citoyennes multiples, l'Education au développement durable (EDD) ne peut être rattachée à aucune discipline et ne peut être réduite à une acquisition de savoirs, l'EDD concerne aussi l'adhésion à des valeurs. Nous avons choisi de centrer ici notre analyse autour des biocarburants sous différents angles : une analyse socio-épistémologique de la question, l'analyse d'un curriculum (le nouveau bac technologique STAV) et les représentations et conceptions d'élèves de classes de 1ère.

Les débats sur l'évolution et les impacts de l'agriculture sur la santé, sur l'environnement naturel ou socio-économique conduisent à considérer les questions agro-environnementales comme une question socialement vive. La transition agroécologique vers un système plus durable, soutenue par les instances politiques, est confrontée à un verrouillage du régime socio-technique. Le maintien d'un enseignement d'une agriculture intensive contribue à ce verrouillage socio-technique. L'enseignement des questions socialement vives peut contribuer au déverrouillage pour s'orienter vers la transition agroécologique, d'une part, grâce à des ingénieries didactiques innovantes et participatives qui constituent des innovations de niche, et d'autre part, en inscrivant l'enseignement dans un paysage sociotechnique relevant de la « late » modernité. La late modernité oblige à prendre quelques distances avec l'idée de progrès ou de rationalité et à considérer les dimensions politiques et économiques, les incertitudes et les risques ainsi que les valeurs dans les problématiques agroenvironnementales. ; The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider Agri-environment issues as a socially acute questions (SAQs). The agroecological transition towards a more sustainable system, supported by the political authorities, faces a lock in socio-technical system. Maintaining a teaching of intensive agriculture contributes to this socio-technical lock in. The teaching of socially acute questions can contribute to unlocking to move towards agroecological transition, firstly, through innovative educational engineering and participatory learning which constitute niches for innovation and secondly, by entering teaching in a socio-technical landscape within the late modernity. The late modernity obliges to take some distances with the idea of progress or rationality and to consider the political and economic dimensions, uncertainties and risks and the values in agri-environmental issues.

Nous avons initié une recherche-intervention, avec un groupe de citoyens d'une petite commune rurale française. Elle s'inscrit dans le champ de l'éducation populaire au politique. Nous présentons, dans cet article, l'apport du cadre d'analyse des Questions Socialement Vives pour une éducation à l'activisme agonistique. La présentation de la Question Socialement Vive des alternatives au modèle capitaliste, mise en débat par ce groupe lors d'un atelier d'éducation populaire, semble avoir favorisé le débat agonistique dans ce dispositif. De plus, cette recherche exploratoire nous permet d'identifier les premiers indicateurs qui garantissent l'expression du dissensus, étape incontournable pour un activisme agonistique. ; We have initiated a intervention-research with a group of citizens in a small rural French town. It is part of a kind of non-formal education « éducation populaire » in politics. In this article,we will present the contribution of Socially Acute Questions for an education to agonistic activism. The introduction of the Socially Acute Question of the alternatives to the capitalist model, was open the debated in a workshop organized by the group, suggests that an agonistic debate has been promoted. Moreover, this frontier research allows us to identify the first indicators which ensure the expression of dissensus, a requisite step towards agonistic activism.

Agroecology aims at developing sustainable farming and food systems, adapted to local contexts. Developing agroecological systems requires the engagement of local actors and the consideration of their knowledge. As the main field operator of the agroecological transition, farmers have a key role: they make the final decisions on their farms and they know the particularities of their farm. So far, research, farm advisory and policy have mainly shown interest in farming practices developed by farmers, neglecting other aspects of their work and life. Moreover, many actors other than farmers play a role in the agroecological transition, and they each have their own reasoning concerning this transition. Indeed, when making a decision about farming and food systems, local actors take into account different types of knowledge (empirical, technical, scientific, local, generic,), in different domains related to agroecology (economic, environmental, social, political). In this study, we analyzed the reasoning of diverse actors, including farmers, farm advisors, natural park managers and politicians. We conducted 33 semi-structured interviews, during which the local actors drew cognitive maps to explicit their reasoning concerning their agroecological transition. Their reasoning revealed an unexpected emphasis on the importance of human abilities and social life in the success of agroecological transition. These results enable to better characterize the "social" aspects in agroecology, including both internal aspects such as one's values, feelings and capacities and external aspects such as relationship management and the capacity of different actors to work together.

The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider agri-environment issues as socially acute questions (SAQs). The agro-ecological transition towards a more sustainable system, supported by the political authorities, faces a lock-in socio-technical system. Maintaining a teaching of intensive agriculture contributes to this socio-technical lock in. The teaching of socially acute questions can contribute to unlocking to move towards agro-ecological transition, firstly, through innovative educational engineering and participatory learning which constitute niches for innovation and secondly, by entering teaching in a socio-technical landscape within late modernity. Late modernity obliges to distance from the idea of progress or rationality and to consider the political and economic dimensions, uncertainties and risks and the values in agri-environmental issues.