Repenser la temporalité de la prati

Repenser la temporalité de la pratique d'enseignement devient nécessaire si l'enjeu est d' temps. L'hypothèse sous-jacente à cette entrée en matière consiste à poser agir le temps au lieu de le subir ou de simplement agir dans le «agir le temps» comme exigence intrinsèque du processus d'enseignement authentique. Pourtant, beaucoup de discours sur l'éducation esquivent le problème de la temporalité. Bien sûr, il existe tout un champ de réflexion historique propre à ce domaine. Mais la temporalité n'est pas réductible à l'historicité, même si l'approche historique représente une contribution importante à la compréhension des problèmes. Et surtout il s'agit de penser la temporalité de la pratique d'enseignement elle-même. Or, s'il peut paraître trivial de noter que cette pratique est «inscrite» dans le temps, le factuel installé ici avec trop d'évidence occulte l'être. En effet, est-il certain, comme le veut l'opinion, que le temps soit un champ objectif substantiel, dans lequel apparaissent et disparaissent les phénomènes ?

Results (English) 1:

Rethinking the temporality of teaching practice is necessary if the issue is of time. The underlying assumption in this introduction is to ask it to time instead of undergoing or simply act in the "time to act" as intrinsic requirement of the authentic teaching process. Yet many educational discourse dodge the problem of temporality. Of course, there is a whole field of own historical reflection in this area. But temporality is not reducible to the historicity, although the historical approach is an important contribution to understanding the problems. And above all it is to think of the temporality of teaching practice itself. Now, s' It may seem trivial to note that this practice is "registered" in time, the factual installed here too obvious to be occult. Indeed, it is certain, as is the opinion that the time is a substantial objective field in which phenomena appear and disappear?

Results (English) 2:

Rethinking the temporality of teaching practice becomes necessary if the stakes are of the highest level. The assumption underlying this entry is to act on time rather than to undergo it or simply to act in the "act of time" as an intrinsic requirement of the authentic teaching process. Yet many discourses on education dodge the problem of temporality. Of course, there is a whole field of historical reflection specific to this field. But temporality is not reducible to historicity, even if the historical approach represents an important contribution to the understanding of problems. And above all it is a question of thinking about the temporality of the teaching practice itself. However, while it may seem trivial to note that this practice is "inscribed" in time, the factual installed here with too much occult evidence is being. Indeed, is it certain, as the public wants, that time is a substantial objective field, in which phenomena appear and disappear?

Results (English) 3:

If it is about time, we need to rethink the timeliness of teaching practice. The basic assumption of this enrollment is the role of time, not the impact of time, or just the role of time. "This is an inherent requirement of the real education process. However, many discussions on education avoid the issue of time. Of course, there is a historical field of thinking in this field. However, time cannot be reduced from history, although historical methods are an important contribution to understanding problems. More importantly, it is a question of thinking about the timeliness of educational practice itself. However, while it seems easy to note that this approach is "... Recorded over a period of time," the facts established here are too obvious to cover up this. In fact, as people think, is time really an important objective field in which phenomena are appearing and disappearing?