{"id":8923,"date":"2020-03-17T11:00:54","date_gmt":"2020-03-17T10:00:54","guid":{"rendered":"http:\/\/sydologie.com\/?p=8923"},"modified":"2020-03-13T10:07:01","modified_gmt":"2020-03-13T09:07:01","slug":"reponse-a-larticle-du-blog-de-frederic-haeuw","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2020\/03\/reponse-a-larticle-du-blog-de-frederic-haeuw\/","title":{"rendered":"R\u00e9ponse \u00e0 l\u2019article du blog de Fr\u00e9d\u00e9ric Haeuw"},"content":{"rendered":"

Le 8 janvier dernier, \u00ab le blog de Fr\u00e9d\u00e9ric Haeuw \u00bb publiait un article<\/a> int\u00e9ressant sur notre livre blanc<\/strong> \u00ab La place des 5 grandes th\u00e9ories de l\u2019apprentissage dans la formation<\/a> \u00bb. Dans cet article, l\u2019auteur discutait la pertinence de piocher parmi les diff\u00e9rentes th\u00e9ories d\u2019apprentissage<\/strong> pour construire ses formations. Nous affirmions en effet que ces th\u00e9ories \u00ab pourraient toutes \u00eatre appliqu\u00e9es en fonction des besoins, des objectifs et des contraintes de chaque action de formation \u00bb, ce \u00e0 quoi s\u2019oppose l\u2019auteur de l\u2019article.<\/p>\n

Selon lui, un \u00ab mod\u00e8le p\u00e9dagogique est un syst\u00e8me de pens\u00e9e, qui rend compte de notre propre conception de ce qu\u2019est le savoir.<\/strong> [\u2026] Soit nous adh\u00e9rons \u00e0 une \u00e9pist\u00e9mologie de type positiviste [\u2026] soit nous adh\u00e9rons \u00e0 une \u00e9pist\u00e9mologie de type constructiviste, ou socioconstructiviste. \u00bb Les th\u00e9ories d\u2019apprentissage s\u2019int\u00e9grant dans l\u2019une ou l\u2019autre de ces visions, que l\u2019auteur juge \u00ab incompatibles \u00bb, le formateur se doit de faire un choix d\u2019embl\u00e9e<\/strong>, et ne pas adapter son approche en fonction de l\u2019objet d\u2019apprentissage, plus g\u00e9n\u00e9ralement du contexte de la formation. C\u2019est un point de vue qui me para\u00eet dogmatique et qui peut m\u00eame s\u2019av\u00e9rer dangereux<\/strong> dans son application.
\n <\/p>\n

De l\u2019imp\u00e9ratif de distinguer certaines notions<\/h2>\n

Il conviendrait dans un premier temps de faire la distinction entre une discipline et un objet d\u2019apprentissage<\/strong>. Un objet d\u2019apprentissage est un savoir, une comp\u00e9tence ou un savoir-\u00eatre pr\u00e9cis et d\u00e9limit\u00e9, qui n\u2019est pas n\u00e9cessairement li\u00e9 \u00e0 une discipline en particulier. Si l\u2019on consid\u00e8re la comp\u00e9tence \u00ab m\u00e9langer des ingr\u00e9dients entre eux \u00bb, elle s\u2019apprend aussi bien en chimie qu\u2019en cuisine. Pourtant, ces deux disciplines sont a priori bien distinctes et ne partagent pas les m\u00eames sources philosophiques ni \u00e9pist\u00e9mologiques.<\/p>\n

De m\u00eame, il faudrait op\u00e9rer une distinction fondamentale entre d\u2019une part, le temps initial o\u00f9 une personne<\/strong> (un chercheur, un l\u00e9gislateur, etc.) \u00e9tablit un savoir, et d\u2019autre part, le temps d\u2019apprentissage <\/strong>o\u00f9 le r\u00f4le de l\u2019enseignant est de mettre en \u0153uvre une m\u00e9thode p\u00e9dagogique pour que l\u2019\u00e9l\u00e8ve int\u00e8gre ce savoir.<\/p>\n

Car en effet, ce ne sont pas les m\u00eames objectifs poursuivis dans les deux cas<\/strong>. Dans le premier cas, le chercheur se situe sur le front de la recherche. Il dispose g\u00e9n\u00e9ralement d\u2019un savoir construit ant\u00e9rieurement qui va l\u2019aider dans son objectif : repousser les limites du savoir. Dans ce cas de figure, le chercheur est oblig\u00e9 d\u2019adopter une approche constructiviste pour avancer en \u00e9claireur. Dans le second cas, l\u2019apprenant a pour objectif de ma\u00eetriser un objet d\u2019apprentissage qui est forc\u00e9ment pr\u00e9existant (autrement ce serait de la recherche\u2026). Ici, les approches positiviste et constructiviste sont toutes deux possibles : l\u2019enseignant a donc le choix, et m\u00eame le luxe, d\u2019adopter la d\u00e9marche qui lui semble la plus appropri\u00e9e en fonction de sa formation. C\u2019est donc la prise en compte du contexte (besoins, objectifs p\u00e9dagogiques et contraintes) de la formation, qui doit guider le raisonnement de l\u2019enseignant<\/strong>, et non son adh\u00e9sion a priori \u00e0 une conception \u00ab positiviste \u00bb ou \u00ab constructiviste \u00bb, f\u00fbt-elle ou non celle de sa discipline.
\n <\/p>\n

Les deux approches n\u2019ont pas les m\u00eames exigences<\/h2>\n

Partant du principe que le savoir pr\u00e9existe \u00e0 l\u2019apprenant, l\u2019approche positiviste ou objectiviste para\u00eet la plus intuitive<\/strong> et la plus simple de prime abord. Si quelqu\u2019un a fait le travail de construction du savoir au pr\u00e9alable, pourquoi donc se casser la t\u00eate \u00e0 r\u00e9inventer la roue… C\u2019est bien ce c\u00f4t\u00e9 intuitif qui fait que la plupart des enseignants dans le monde adoptent un point de vue positiviste. Y voir une suppos\u00e9e sp\u00e9cificit\u00e9 positiviste \u00e0 la fran\u00e7aise me semble r\u00e9ducteur.<\/p>\n

D\u2019autre part, l\u2019approche constructiviste consiste \u00e0 replacer l\u2019apprenant dans la peau d\u2019un chercheur qui construit son savoir<\/strong>, et de ce fait, \u00ab acc\u00e8de \u00e0 sa propre intelligence et \u00e0 l\u2019intelligence du monde \u00bb (Philippe Meirieu<\/a>). C\u2019est une approche p\u00e9dagogique tr\u00e8s int\u00e9ressante tant du point de vue de la m\u00e9morisation que de la motivation intrins\u00e8que de l\u2019apprenant. Toutefois, elle implique de mettre en place un cadre de formation complexe et long, l\u00e0 o\u00f9 un simple expos\u00e9 bien men\u00e9 par l\u2019enseignant permettrait \u00e0 l\u2019\u00e9l\u00e8ve d\u2019int\u00e9grer durablement une connaissance.
\n <\/p>\n

Le danger d\u2019une utilisation dogmatique d\u2019un mod\u00e8le p\u00e9dagogique<\/h2>\n

Si l\u2019on en croit l\u2019auteur de l\u2019article, un formateur adh\u00e9rant \u00e0 l\u2019\u00e9pist\u00e9mologie \u00ab constructiviste \u00bb pense que la connaissance \u00ab n\u2019est donc pas transmissible car elle est propre \u00e0 chacun de nous, m\u00eame si un consensus peut momentan\u00e9ment se faire sur une repr\u00e9sentation qui soit acceptable par le plus grand nombre. \u00bb<\/p>\n

Prenons l\u2019exemple du permis de conduire. Celui-ci implique l\u2019apprentissage du code de la route, un ensemble de consensus pr\u00e9\u00e9tablis qui s\u2019imposent \u00e0 l\u2019apprenant. Je serais bien curieux de savoir comment on pourrait imaginer une formation \u00e0 l\u2019issue de laquelle tous les apprenants ont chacun leur propre repr\u00e9sentation des r\u00e8gles du code de la route. Pire, non seulement ce serait un non-sens conceptuel, mais il y aurait fort \u00e0 parier qu\u2019une telle approche conduirait in\u00e9vitablement \u00e0 d\u2019innombrables accidents sur la route.<\/strong>
\n 
\n 
\nEn conclusion, les th\u00e9ories d\u2019apprentissage ont toutes des exigences diff\u00e9rentes en mati\u00e8re d\u2019organisation de la formation mais visent \u00e9galement des r\u00e9sultats pr\u00e9cis. Se positionner d\u2019embl\u00e9e dans un sch\u00e9ma et ne pas tenir compte du contexte de sa formation peut nuire \u00e0 l\u2019objectif recherch\u00e9 par le formateur<\/strong>.
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Le 8 janvier dernier, \u00ab le blog de Fr\u00e9d\u00e9ric Haeuw \u00bb publiait un article int\u00e9ressant sur notre livre blanc \u00ab La place des 5 grandes th\u00e9ories de l\u2019apprentissage dans la formation \u00bb. Dans cet article, l\u2019auteur discutait la pertinence de piocher parmi les diff\u00e9rentes th\u00e9ories d\u2019apprentissage pour construire ses formations. Nous affirmions en effet que… Voir l’article<\/a>","protected":false},"author":7,"featured_media":8924,"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":[723,781,1689],"class_list":["post-8923","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-livre-blanc","tag-modeles-pedagogiques","tag-theories-dapprentissage"],"yoast_head":"\nR\u00e9ponse \u00e0 l\u2019article du blog de Fr\u00e9d\u00e9ric Haeuw - 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\/2020\/03\/reponse-a-larticle-du-blog-de-frederic-haeuw\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"R\u00e9ponse \u00e0 l\u2019article du blog de Fr\u00e9d\u00e9ric Haeuw - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Le 8 janvier dernier, \u00ab le blog de Fr\u00e9d\u00e9ric Haeuw \u00bb publiait un article int\u00e9ressant sur notre livre blanc \u00ab La place des 5 grandes th\u00e9ories de l\u2019apprentissage dans la formation \u00bb. 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