{"id":11040,"date":"2021-12-02T11:00:51","date_gmt":"2021-12-02T10:00:51","guid":{"rendered":"http:\/\/sydologie.com\/?p=11040"},"modified":"2024-11-22T16:40:24","modified_gmt":"2024-11-22T15:40:24","slug":"neuro-education-et-pedagogie-sommes-nous-tous-credules-partie-1-2","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2021\/12\/neuro-education-et-pedagogie-sommes-nous-tous-credules-partie-1-2\/","title":{"rendered":"Neuro-\u00e9ducation et p\u00e9dagogie : sommes-nous tous cr\u00e9dules ? (partie 1\/3)"},"content":{"rendered":"

Dans mon r\u00e9cent quotidien de doctorant en psychologie cognitive, je suis souvent interpell\u00e9 par l\u2019utilisation syst\u00e9matique du terme \u201cneuro\u201d<\/strong> : neuro-marketing, neuro-psychanalyse, neuro-sagesse et surtout neuro-\u00e9ducation. Ces termes sont de plus en plus souvent utilis\u00e9s, notamment dans des articles de vulgarisation.
\n 
\n\u00c9tant curieux d\u2019un domaine m\u2019\u00e9tant inconnu, je me suis pench\u00e9 plus particuli\u00e8rement sur la neuro-\u00e9ducation. Je fus alors surpris de retrouver tous mes cours de psychologie sous l’appellation des neurosciences !<\/strong> Me serais-je tromp\u00e9 de domaine depuis tout ce temps ? \u00c9tudiais-je des neurosciences sans le savoir ? Impossible ! Mais alors, pourquoi parler de neuro-\u00e9ducation ?<\/strong> Ces questions en t\u00eate, je continuais alors mes recherches pour comprendre le r\u00f4le des neurosciences en \u00e9ducation. Je fus agr\u00e9ablement surpris que ce ressentiment, \u00e9tait en r\u00e9alit\u00e9 partag\u00e9 par de nombreux scientifiques.
\n 
\nUn des chercheurs fran\u00e7ais portant cette critique de la neuro-\u00e9ducation est Franck Ramus, directeur de recherche au CNRS. Dans son article \u00ab Neuro-\u00e9ducation et neuro-psychanalyse : du neuro-enchantement aux neuro-foutaises \u00bb (2018), Franck Ramus propose une critique de la neuro-\u00e9ducation dont je vous propose aujourd\u2019hui un r\u00e9sum\u00e9<\/strong>. Si toutefois vous voulez en savoir plus, je vous recommande la lecture de son article et de la conf\u00e9rence qu\u2019il r\u00e9alisa sur le sujet dans le cadre de la semaine sur le cerveau.
\n <\/p>\n

Pour commencer, quid des neurosciences ?<\/h2>\n

 
\nOn d\u00e9finit g\u00e9n\u00e9ralement les neurosciences comme l\u2019\u00e9tude du syst\u00e8me nerveux tant du point de vue fonctionnel (activit\u00e9) qu\u2019anatomique (structure et organisation).<\/strong> On pense g\u00e9n\u00e9ralement \u00e0 tort que les neurosciences existent depuis l\u2019\u00e9mergence des outils d\u2019imagerie m\u00e9dicale de type IRM (Imagerie par R\u00e9sonance Magn\u00e9tique). En r\u00e9alit\u00e9, les neurosciences ont un historique plus lointain, que je ne d\u00e9velopperai pas ici. L\u2019id\u00e9e est de comprendre que les neurosciences se situent \u00e0 un niveau de description de l\u2019activit\u00e9 c\u00e9r\u00e9brale (John Bruer, 1997).
\n <\/p>\n

Et donc la neuro-\u00e9ducation ?<\/h2>\n

 
\nOn peut d\u00e9finir la neuro-\u00e9ducation comme l\u2019utilisation des r\u00e9sultats issus des neurosciences pour \u00e9clairer les pratiques \u00e9ducatives <\/strong>(les neurosciences montrent que\u2026). Lorsque l\u2019on s\u2019int\u00e9resse \u00e0 l\u2019apprentissage, on cherche par exemple \u00e0 comprendre comment favoriser la m\u00e9morisation et capter l\u2019attention de l\u2019apprenant, la finalit\u00e9 \u00e9tant de mettre en place le contexte le plus pertinent pour favoriser l\u2019acquisition du contenu.
\n 
\nLes neurosciences ayant pour but de d\u00e9crire l\u2019activit\u00e9 c\u00e9r\u00e9brale, ces r\u00e9sultats n\u2019ont g\u00e9n\u00e9ralement pas ou peu d\u2019int\u00e9r\u00eat pour \u00e9clairer les pratiques p\u00e9dagogiques.<\/strong> Ces concepts (attention, m\u00e9moire et perception) sont issus principalement de la psychologie exp\u00e9rimentale et non des neurosciences. Les neurosciences ont surtout \u00e9tudi\u00e9 les substrats neuronaux, c\u2019est-\u00e0-dire l\u2019existence physique de ces fonctions.
\n 
\nCependant, lorsqu\u2019on vous parle d\u2019apprentissage, on vous pr\u00e9sente g\u00e9n\u00e9ralement des r\u00e9sultats de psychologie sous l\u2019adage des neurosciences.<\/strong> Cela a plusieurs cons\u00e9quences : (1) Cela induit en erreur sur la provenance des r\u00e9sultats pr\u00e9sent\u00e9s, (2) cela ne rend pas hommage aux chercheurs de psychologie ayant travaill\u00e9 sur ce sujet et (3) cela induit une vision erron\u00e9e de ce qu\u2019est la psychologie scientifique aupr\u00e8s du grand public.
\n 
\n 
\nPour r\u00e9sumer : les th\u00e9ories en neuro-\u00e9ducation pr\u00e9sent\u00e9es sous le titre de neurosciences proviennent la plupart du temps de la psychologie exp\u00e9rimentale.<\/strong> Mais pourquoi ? Nous r\u00e9pondrons \u00e0 cette question, dans le prochain article.
\n 
\n 
\nVoici tous les \u00e9pisodes de la s\u00e9rie :
\n– Neuro-\u00e9ducation et p\u00e9dagogie : sommes-nous tous cr\u00e9dules ? (partie 1\/3)<\/a>
\n– Neuro-\u00e9ducation et p\u00e9dagogie : sommes-nous tous cr\u00e9dules ? (partie 2\/3)<\/a>
\n– Neuro-\u00e9ducation et p\u00e9dagogie : sommes-nous tous cr\u00e9dules ? (partie 3\/3)<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Dans mon r\u00e9cent quotidien de doctorant en psychologie cognitive, je suis souvent interpell\u00e9 par l\u2019utilisation syst\u00e9matique du terme \u201cneuro\u201d : neuro-marketing, neuro-psychanalyse, neuro-sagesse et surtout neuro-\u00e9ducation. Ces termes sont de plus en plus souvent utilis\u00e9s, notamment dans des articles de vulgarisation.   \u00c9tant curieux d\u2019un domaine m\u2019\u00e9tant inconnu, je me suis pench\u00e9 plus particuli\u00e8rement sur… Voir l’article<\/a>","protected":false},"author":6,"featured_media":11043,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[1923,818,882],"class_list":["post-11040","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-neuro-education","tag-neurosciences","tag-pedagogie"],"yoast_head":"\nNeuro-\u00e9ducation et p\u00e9dagogie : sommes-nous tous cr\u00e9dules ? 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