Florence Saint-Luc

f.saintluc@wanadoo.fr

28th of May 2011

University of Provence – UMR ADEF INRP

France

Economic and educational crisis “Seven complex lessons in education for the

future” (E. Morin, 1999, a UNESCO report) proposes and education to a democratic humanism and to complex thought, to prevent from blindness and illusions

Pisa inquiries : only macro-level. How to make educational systems change ? Regulations top down ineffective, transformative learning necessary : working on their actors identities.

Systemic approach : micro-macro level. Possible use of an international collaborative research

Heterogeneity and cultural differences in co-operative groups source of transformative learning?

Célestin Freinet (1896-1966), a French teacher in Primary School, created the Modern School Movement.

FIMEM (Fédération Internationale des Mouvements de l’Ecole Moderne) created in 1957 : organization of RIDEF (Rencontre Internationale des Educateurs Freinet) every 2 years.

Common points in Transformative Learning (Mezirow, 1991), Freinet pedagogy and Action- research (Elliott, 1991) : Democratic education, enactive conception of

learning Intersubjectivity : socio-cognitive conflicts for a

validation through consensus Isomorphism (Niza, 1996): in order to make the

pupils acquire competences and skills necessary for the implementation of a democracy, their teachers have to be trained to build the same competences and skills. The experimental probing generates this process in a complex synergy with co-operation : “experienced pedagogy”, isomorphic to action-research (Tilman and Grootaers, 2006).

Protection against anguish (Mezirow,1991)

Perception system and blind points (optic nerve)

Systemic point of view : culture generates blind points on sociological level; resistances in educational systems preventing from evolutions

Importance of decentration for an emancipation

Interest of international confrontation to leave ethnocentrism.

Data processing : “Groped” experiment (expérience

tâtonnée), basic natural process of learning: observation, development of hypothesis / assumption, checking, evaluation of the feedback, rejection or integration in the cognitive structure.

Process of conceptualization : theory of understanding the world.

The hypothesis / assumption :“a plausible explanation imagined to understand or achieve a goal, a rational act of invention” (Lèmery, 2010).

In the experimental probing, imagination, intuition, can impel hypotheses thanks to the abduction (Peirce), which is then supplemented, within the framework of the scientific process, by interactions between induction and deduction which give meaning to the learning.

Learning with and against designs (Giordan, 1996).

Vicarious effect (Bandura, 1977) - co-operative learning (Connac, 2009). Socio-cognitive conflicts (Doise and Mugny, 1978)

inside exchanges and democratic debates. Heterogeneity : mutual help, richness, self-

training (Mezirow, 1991) security feeling within co-operative group and

posture of guide/facilitator : self-confidence error instead of fault, intersubjectivity, new elaboration of assumptions.

Self-organization, divergent thought, creativity, collective intelligence (Mallet,2007)

Within the framework of a device based on action-research, experimental probing and international cooperative confrontation in teachers training can constitute an articulation between education, training and research, base of a co-operative self-training which develops creativity, reflexivity and cooperative abilities.

Intuition : importance of visits in different countries for the creation of a collaborative research about training: participative observation, weaving of an international network ; videos (education – all levels -, training), interviews, documents studies.

Process induction / deduction : - international confrontation to disclose positive and blind aspects of educational systems or cognitive structures

- self-confrontation adapted to the international context- collaborative research :co-operative design of a didactical and pedagogical engineering articulating theory and practice, i.e. education/training/research in my own thesis research.

Research of a didactical and pedagogical engineering proposing an isomorphism education / training / research :Problematization : coherence theory and practice –

from long worshop “International cooperation and training” RIDEF Mexico (July 2008)” to Joensuu (initial training class teacher Finland -October 2010)

Workshops in the ICEM congress (Strasbourg – 2009) : official beginning of the collaborative research

Action-research : intervention within the frame of the Freinet seminar Valencia – Spain – February 2010

Implementation in an international co-animation : workshop «  International cooperation and trainers training» - RIDEF Nantes July 2010 : towards a cooperative self-training

Experimental probing in a co-operative group generates transformative learning

Intersubjectivity and Interculturality generate socio-cognitive conflicts, and Co-operation creates affective conditions favoring a learning deeply integrated in the cognitive structures, which changes meaning schemes and perspectives. 

The international cooperative confrontation produces a professional development (cooperative self-training)

Democratic Humanism (Morin 1999), creativity, reflexivity.

Cultural dialog, and decentration in spite of linguistic difficulties

A pedagogical engineering generating an isomorphism education / training / research based on constructivist and socioconstructivist theories of learning.

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press Connac S. (2009). Apprendre avec les pédagogies coopératives. Paris : ESF Clot et al (2000). Entretiens en autoconfrontation croisée : une méthode en clinique de

l'activité, [en ligne]. 2000, [ref du 09 01 10], 2000, disponible sur http://www.pistes.uqam.ca/v2n1/articles/v2n1a3.htm

Doise&Mugny (1978). Socio-cognitive conflict and structure of individual and collective performance. In European journal of social psychology. Vol 8 (181-192)

Elliott J. (1991). Action-research for educational change. Buckingham : Open University Press

Freinet C (1965) Le tâtonnement expérimental, document n°1 de l’institut Freinet, Vence : éditions de l’Ecole Moderne française Available on internet : <http://www.icem-pedagogie-freinet.org/node/5429>

Giordan A. Learning. available on < http://www.ldes.unige.ch/ang/nosSucces/apprendre.htm>

Lee W., Sivell J. (2000). French elementary education and the Ecole Moderne. Bloomington : Phi delta Kapp educational foundation

Lèmery E. (2010). Apprendre, c’est naturel. Thélès Mallet J. (2007). Intelligence collective, équipe apprenante et TICE. Les problèmes culturels

sous-jacents, available on <http://ticemed07.univ-cezanne.fr/actes/diapos/09-mallet.pdf> Mezirow J., and associates (1991).Tranformative dimensions of adult learning. San

Francisco : Jossey-Bass Morin E. (1999) Seven complex lessons in education for the future. available on Internet.

<http://www.unesco.org/education/tlsf/TLSF/theme_a/mod03/img/sevenlessons.pdf> Niza S. (1996). Fondements conceptuels du système de formation. Houssaye J. (dir)

Pédagogues contemporains. Paris : Armand Colin, p. 224-227 Tilman F., Grootaers D. (2006). Les chemins de la pédagogie Guide des idées sur

l’éducation, la formation et l’apprentissage. Charleroi : couleur livres