Documents found
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91.More information
AbstractThis article presents preliminary and partial results of a research of Québec primary level teachers' social representations of an interdisciplinary curriculum. Following a discussion of the ambiguities that surround the concepts of interdisciplinarity and subject integration, the authors propose an intervention model and present the concepts underlying an exploratory research project. The results seem to show a positive relationship between a non-hierarchical representation of school subjects and a intervention model supporting an interdisciplinary-approach.
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The ecological crisis we are facing calls for a renewal of the way we do science. In the light of sustainable development, the challenge is to produce science that is democratic and capable of responding to contemporary issues. This context challenges the role of school in its logic of construction and transmission of scientific knowledge. The emergence of socio-scientific issues is an opportunity to contribute to an education that makes it possible to think and act in a complex and uncertain world. This paper focuses on an educational experiment based on an investigative approach in relation to the ecological transition of the island of Yeu in the Vendée. We analyse what are the implications of an education that cultivates interdisciplinarity, involvement and participation in science, from point of view of both educators and learners. Beyond material and epistemic difficulties identified and tensions involved in co-constructing knowledge and actions, our experimentation reveals several levels of action for education for sustainable development (ESD), including opening up to a plurality of actors, enhancing reflexivity and developing social engineering.
Keywords: éducation au développement durable (EDD), question socialement vive (QSV), interdisciplinarité, transition écologique, participation, co-construction des savoirs, education for sustainable development (ESD), socially acute question, socio-scientific issues, interdisciplinarity, ecological transition, participation, co-construction of knowledge
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94.More information
While becoming more and more visible in the globalizing academic landscape, partly because of the recognition of PhDs in Translation Studies, the many colleagues who represent the new discipline have good reasons not to assume that they have no more identity problems, although the homogeneity of their research community is not fully obvious. The use of English may seem to have a positive impact on our general image, particularly in the name of the discipline (Translation Studies or TS). Heterogeneity may have positive effects on a discipline, but the lack of harmonization between the various trends of the discipline (training of translators and interpreters, machine translation, descriptive and theoretical research which could be related to applied or fundamental research) may generate a negative impact. Such a lack of harmonization does not make easier integration between and into other academic traditions. There are good reasons for distinguishing between internal and external homogeneity, as one does not really go without the other. Experts in TS could obviously have been more performative in interdisciplinary initiatives. However, in more general terms, academic blindness cannot be excluded. The fact is that several important trends and opportunities in terms of multilingualism, linguistics, society, and communication have been ignored in our discipline. It is the case, for example, of some new innovative movements focusing on internationalization and globalization. How could a static idea of university and disciplines be compatible with research on translation?
Keywords: homogénéité, homogénéité interne, homogénéité externe, recherche appliquée, recherche fondamentale, lingua franca, intégration universitaire, homogeneity, internal homogeneity, external homogeneity, applied research, fundamental research, lingua franca, academic integration
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The Centre franco-ontarien de folklore (Cfof) is a provincial non-profit organisation that specializes in folklore. In this article, the authors explain how the Cfof finds itself at many crossroads : between research, preservation and the dissemination of franco-ontarien oral heritage, between material, immaterial and popular culture, as well as between academic and folk knowledge. This case study will demonstrate how disciplinary intersections are not a challenge for researchers alone, and that in spite of certain obstacles, specialisation and partnerships reinforce both the field of ethnology and community organisations responding to social needs.
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Continuously crossing the disciplinary boundaries separating social sciences from law faculties, the principal author, law professor, describes the experiences that made her realize how strong were the difficulties, irritants and even fratricidal wars provoked by the unconsciousness, caused by a lack of reflexivity, of the possibility of having different, but as scientifically valuable, approaches to law. The author then explains how such experiences led her to revisit the course Fondements du droit, given to first degree students, in order to initiate them to interdisciplinary reasoning and to bring them to more reflexivity, therefore leading to a more serene and peaceful environment in which to study law. First, this paper explains the heuristic impact, in terms of epistemological reasoning, of being a jurist in social sciences faculties and, on the opposite, of being a legal and interdisciplinary theorist in law faculties. Second, the article exposes the pedagogical principles that are the foundations of this revisit of the course “Fondements du droit”, such revisit having for goal the peaceful coexistence and the growing tolerance of the different methods and approaches to law. Finally, the authors present the results of an empirical research measuring the survival, a year later, of the subjects taught during said course.
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SummaryPrimary level teachers show strong adherence to the principles of a multidiscipline approach: justification for this includes positive effects on teaching, learning and students' personal development. However, a more in-depth questioning reveals a major difficulty regarding this approach: many teachers feel that they are not competent to teach all the disciplines required in the programme. Teachers express doubts regarding the pertinence of an interdisciplinary teaching approach due to the difficulty in applying the approach and relating to the teacher's influence on the student's personality development. Regardless of all these difficulties, the multidiscipline approach enjoys a very positive image that is probably related more to an attachment to a well-developed professional identity and less to an objective evaluation.
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100.More information
SummaryThis paper reflects on interdisciplinarity as seen through the prism of research. Interdisciplinarity is examined as a response to the problem posed both by the fragmentation of the objects of knowledge and the splitting up of the process of understanding within the various disciplines. We see interdisciplinarity not as negotiating boundaries between different institutions of knowledge, but as the practical emergence of intersections between various modalities of mediation within research itself. First the four dimensions of the space occupied by interdisciplinary mediation as they can be seen in any research process, on the level of object, epistemology, methodology and interpretation are presented. Then, starting from the idea that there exists an inevitable internal movement toward specialization unique to every discipline, we reflect on the holistic vocation of sociology which predisposes it, internally, to specialization and, externally, to the search for indisiciplinary mediation. We conclude with a proposal of two examples of research which demonstrate this necessary interdisciplinary mediation in carrying out research in the field.