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| Titre : |
lnstalled splittings at stake within the relationship towards knowledge |
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| Numéro : |
12 |
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| Année : |
1999 |
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| Volume : |
V |
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| Auteur(s) : |
Jean-Pierre MINARY |
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| Résumé : |
School as an institution has for quite a long time, now even always, excluded norms and official behaviour, or any taking into account of the meaning and stakes of the (inter)subjective dimension outside its walls. Our paper aims at questioning how splittings within the relationship to knowledge (within its triple dimension of knowledge about oneself, the other person and the world) are kept alive, if not even generated by the very institution itself. According to us, they refer to three essential dimensions: a link between the body and the mind, between the ego and the we, between theory and practice. They acknowledge a stage for misunderstanding, liable to generate violence relationships between teachers and students. Now the violence acted by the youngest and most deprived individuals,
hereby expressing itself, is nonetheless a reaction towards systematic normed behaviour expressing every day its deeply fake and fooling character. |
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| Pages : |
55 - 72 |
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| Type : |
Research paper |
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| Keywords : |
relationship, knowledge |
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| APA : |
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| Citations : |
2 |
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