{"id":11585,"date":"2022-06-13T11:00:44","date_gmt":"2022-06-13T09:00:44","guid":{"rendered":"http:\/\/sydologie.com\/?p=11585"},"modified":"2022-06-13T10:38:14","modified_gmt":"2022-06-13T08:38:14","slug":"pedagogo-49-ivan-illich-partie-2-2","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/06\/pedagogo-49-ivan-illich-partie-2-2\/","title":{"rendered":"PEDAGOGO #49 – IVAN ILLICH (partie 2\/2)"},"content":{"rendered":"

Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s<\/strong> qui ont influenc\u00e9 nos mod\u00e8les contemporains.
\n 
\nApr\u00e8s une terrible semaine d’attente, vous allez afin pouvoir lire la seconde partie de cette article d\u00e9di\u00e9e \u00e0 Ivan Illich.<\/a> A vos lunettes !<\/strong>
\n <\/p>\n

Et Ivan Illich, quelles sont ses propositions pour changer la p\u00e9dagogie ? <\/h2>\n

 
\n\"\"
\n 
\nIvan Illich propose de renouer avec les capacit\u00e9s naturelles d\u2019apprentissage de chacun, qui continuent de se manifester en dehors de l\u2019\u00e9cole. Pour lui, l\u2019\u00e9cole d\u00e9nature cet aspect de l\u2019Homme (aspect fortement trait\u00e9 par Jean-Jacques Rousseau et Pierre Bourdieu notamment). L\u2019apprentissage est un processus naturel<\/strong> : pourquoi mettre en place une structure contraignante et ali\u00e9nante ? Ce n\u2019est pas au sein du syst\u00e8me scolaire que l\u2019enfant apprend \u00e0 parler, jouer, \u00e0 socialiser, \u00e0 faire du v\u00e9lo, etc.
\n 
\nL\u2019enseignement \u00e0 l\u2019\u00e9cole est trop th\u00e9orique, bien que l\u2019expertise se d\u00e9veloppe via la pratique.<\/strong> Par ailleurs, certaines connaissances, les \u201csavoir comment\u201d, ne peuvent se passer de la pratique (\u00e0 la diff\u00e9rence des \u201csavoir que\u201d). A\u2013t-on besoin de conna\u00eetre le nom de chaque pi\u00e8ce composant un v\u00e9lo pour apprendre \u00e0 faire du v\u00e9lo, ou doit-on pratiquer ?
\n 
\nPour bon nombre de connaissances, l\u2019\u00e9cole ne semble pas pertinente (et bon nombre de choses enseign\u00e9es ne servent que peu plus tard, mais c\u2019est un autre d\u00e9bat). Ainsi, aux yeux d\u2019Illich, l\u2019apprentissage, soit l’alternance entre enseignement th\u00e9orique et formation au m\u00e9tier chez l’employeur<\/strong>, est un bon mod\u00e8le.
\n 
\nMais peut-on – et faut-il ! – chercher \u00e0 \u201capprendre aux autres\u201d (dans le sens instruire les autres, partager ses connaissances) ? Oui, oui et oui. Et c\u2019est d\u2019ailleurs une partie de la critique d\u2019Illich : l\u2019\u00e9cole telle qu\u2019elle est con\u00e7ue, du fait de son monopole, tend \u00e0 d\u00e9truire le droit fondamental \u00e0 transmettre, elle exproprie chaque individu du droit d\u2019apprendre \u00e0 quelqu\u2019un ce que l\u2019on sait. Elle tend \u00e0 annihiler l\u2019\u00e9ducation par les pairs. Pour Illich, apprendre fonctionne toujours dans les deux sens : apprendre et instruire. <\/strong>
\n 
\nIllich appelle de ses v\u0153ux la cr\u00e9ation, en substitution aux \u00e9coles, de \u201cr\u00e9seaux de communication culturelle\u201d<\/strong> o\u00f9 r\u00e8gnerait l\u2019enseignement mutuel, \u00e0 \u00e9galit\u00e9, sans consid\u00e9ration d\u2019\u00e2ge ou de statut. Dans son avant-gardisme, Illich semble anticiper l\u2019av\u00e8nement d\u2019internet et son utilisation pour partager des savoirs. D\u2019ailleurs, il \u00e9voque d\u00e9j\u00e0 le r\u00f4le central que pourraient jouer les ordinateurs qui permettraient de connecter demandeurs et pourvoyeurs de savoirs, formant un gigantesque r\u00e9seau d\u2019enseignement par les pairs. <\/strong>
\n 
\nAlors, Illich, pr\u00e9curseur de l\u2019autoformation en ligne via un r\u00e9seau r\u00e9ticulaire <\/strong>et de l\u2019av\u00e8nement (fugace) des Moocs ? Peut-\u00eatre, mais des effets pervers se cachent derri\u00e8re cette nouvelle tendance de fond : citons notamment la cr\u00e9ation de rapports nouveaux o\u00f9 les \u201csachants\u201d, les \u201cexperts\u201d, sont syst\u00e9matiquement remis en question par tout un chacun (\u00e0 l\u2019image par exemple des m\u00e9decins, questionn\u00e9s quant \u00e0 leurs diagnostics par leurs patients ou par les citoyens lambdas qui ont lu trois articles parlant vaguement de m\u00e9decine).
\n 
\nTout le monde croit savoir<\/strong>, bien que la caract\u00e9ristique m\u00eame d\u2019un sachant soit de douter de ses savoirs. Aristote en son temps ne disait-il pas d\u00e9j\u00e0 \u201cL\u2019ignorant affirme, le savant doute, le sage r\u00e9fl\u00e9chit\u201d ?
\n 
\nEh sinon, vous avez entendu parler de l’effet Dunning Kurger ?<\/strong> Vous avez vu Don\u2019t look up ? Il se fait tard, suite au prochain \u00e9pisode.
\n <\/p>\n

Quelques ouvrages d\u2019Ivan Illich \u00e0 consulter :<\/h2>\n

– Lib\u00e9rer l\u2019avenir
\n– Une soci\u00e9t\u00e9 sans \u00e9cole<\/em>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s qui ont influenc\u00e9 nos mod\u00e8les contemporains.   Apr\u00e8s une terrible semaine d’attente, vous allez afin pouvoir lire la seconde partie de cette article d\u00e9di\u00e9e \u00e0 Ivan Illich. A vos lunettes !   Et… Voir l’article<\/a>","protected":false},"author":41,"featured_media":10204,"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":[110,344,406,490,882,1811],"class_list":["post-11585","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-autonomie","tag-ecole","tag-enseignement","tag-formation","tag-pedagogie","tag-pedagogue"],"yoast_head":"\nPEDAGOGO #49 - IVAN ILLICH (partie 2\/2) - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2022\/06\/pedagogo-49-ivan-illich-partie-2-2\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PEDAGOGO #49 - IVAN ILLICH (partie 2\/2) - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Chaque lundi, nous vous proposons de voyager dans l\u2019Histoire de la p\u00e9dagogie, \u00e0 travers les portraits des plus grand.e.s p\u00e9dagogues et th\u00e9oricien.e.s qui ont influenc\u00e9 nos mod\u00e8les contemporains.   Apr\u00e8s une terrible semaine d’attente, vous allez afin pouvoir lire la seconde partie de cette article d\u00e9di\u00e9e \u00e0 Ivan Illich. 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