Temporality and Emergences in Education
Résumé
It is striking to note to what extent the time issue in education is commonly understood in terms
of chronology. It is an institutional and linear time that is divided and then fitted back together
like a Russian doll in an analytical approach. The conception of time is reversible and possesses
the same characteristics as space.
It is a paradox that this institutional rationalization of time by reversible chronological
divisions barely conceals the whole concrete and living reality of human time, which is a
continuous process of change that philosophers generally call duration. On the contrary, far from
the above reduction, its specificity lies in its irreversibility.
This article intends to present both the results of empirical research on cooperative pedagogy
and its current theorization. The emergence of complexity in time is visible in the primacy given to
processes in the educational relationship. The way the multiple scales of complexity are superposed is
reflected in the cooperative organization of work, for a new educational temporality which results
in an increase in joyful emergences.
Domaines
Education
Origine :
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