Contenu du sommaire : Aux interstices de l'éducation

This article aims to present a reflexion of actual education to understand the different realities that emerge daily where coexists various myths. We are witnessing a shift in episteme of the intellect to the episteme of the senses. A shift to multiple forms but is mainly orchestrated by teachers who introduce an approach affective education through questioning, dialogue, silence, proximity and attention to their relationship with the student. Learning takes on a whole new dimension, where socialization takes effect in these areas. Socialization that takes into account the whole of each person in his training.

This action-research took place in 2007 and concerned a pedagogical innovation in a university department of educational sciences. The training course blended classroom and online learning. Several interrelated educational issues emerged starting from a narrative about an imaginary hero. The students at bachelor level worked on these different aspects in teams with mutual assistance.

Over thirty years of smuggling in the scientific world of practical life histories of current world can afford to have a longitudinal view more objectively informed of the nature and effects of this movement. This is what this article is trying to close in the conditions of issue and reissue, thirty years apart, opening a book of current researchtraining stories of life as an art teacher of existence : “Produce his life : autoformation and autobiography”. This research aimed to initiate a partnership approach and interactive autobiographical research on self. This aim launched a triple adventure socio-personal narrative and anthropo-formative. Effects in the medium and long term this triple adventure are studied from the trail that marked the path of the two co-authors, the last thirty years.

This article turns on the artistic formation as a vital revolt that makes possible the daily development of the persons. In this respect, we experience him as an affective volcano that makes possible the appearance of environments of shared learning, in which it is possible to discover the arcane of every instant. The labor of the educator is invokes erratic experiences, experiences that invite the persons to be restarted constant in the trip of his lives shared. This reality makes possible the daily participation in a strange and creative marginal correspondence.

The purpose of this article is to scrutinize education from an existential and transversal point of view. In this respect, education is the place where an ontological interrogation materializes which resists technicist and instrumental reductions. What is at stake is the spiritual dimension of the person and his inner being which the logics of mastery and domination characterizing modernity forget. The method is to link all the spiritual attitudes throughout the world, according to pedagogical approach, in order to consider the relationship existing between the master, the disciple and knowedge in other terms. Thus the ambition is to pave the way to new educational values, which revive the initiatic tradition of self-building where life itself becomes a work of art, and also to question the omnipotence of the project, the quantitative aspect and calculation. Educating assumes a`np pagenum="060"/b new meaning : the aim is no longer to reach a target like an arrow but cease lessly come back like a spiral to the essential.

Today's school still operates on anthropological foundations mostly established in the nineteenth century (Gilbert Durand). Educational values of “Modernity” are oversaturated. The School System and its participants become the victims of an abnormal functioning : gigantic tasks, avant-garde proclivity and moral excellence. School culture, delivery of knowledge and discourses on the educational institution are experiencing an unprecedented crisis. Under the circumstances, it has become imperative not to suggest an umpteenth reform but to reconsider the act of teaching on completely new anthological bases. Inspiration should derive namely from Michel Maffesoli's work on Post-modernism as well as Jungian anthropology. The educational institution must adjust to modern-day paradigms (Jung) and foster the growth of post-modern teaching. In the process, school could be able to exert a new charm.

We will describe some pathways between theory and practice in art education, specially in the field of visual arts education during the first decade of the XXIth century. We came from a privileged meeting point : The International Society for Education Through Art (InSEA) and InSEA will naturally influence our perspectives as well as giving us a background for our reflection which will focus on some trends in arts education in public schools.

Now the projects between schools and museums are increasing and the pedagogical or educative teaching (the denomination has not been decided yet) in the different museums are increasing, we have a tendency to believe that the relation between museum and education is obvious. But is this relation a reality ? This is not certain at all ! Based on the visitor's book as a register of the time spent in the museum, we have to notice that the formal, non-formal and informal apprenticeships the museum offers the visitor, help to determine the place and the educational services of our museums.

Often taste is understood as more or less fixed preferences guiding the choice of certain objects or stemming from a predilection for certain aesthetical genres or themes. This essay proposes another and more dynamic concept of taste : Taste as a capacity that allows us to react spontaneous and adequately in complex contexts or situations. This definition allows us to bridge the gulf between the aesthetic and the scientific and tells us that we have to redefine our understanding of the notions of authenticity and of bad taste.