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Savoirs et compétences. De l'Université au monde professionnel

Author

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  • Daniel Dufourt

    (GREPH (LEPS EA 4148) - Groupe de recherche en épistémologie politique et historique - IEP Lyon - Sciences Po Lyon - Institut d'études politiques de Lyon - Université de Lyon)

Abstract

Il s'agit d'abord de s'interroger sur les finalités de la relation pédagogique, son identité essentielle afin de disposer d'une problématique philosophiquement fondée, avant de passer à l'examen des procédures de certification qui couronnent et valident les formations universitaires. Il s'agit ensuite de s'interroger sur le devenir des missions de l'Université dans un contexte marqué à la fois par l'avènement de la société numérique et de nouveaux rapports au savoir conduisant à reconnaître un rôle actif aux apprenants, et par les préoccupations fondamentales prises en charge par la politique européenne de formation tout au long de la vie. Il s'agit, enfin, de rendre compte des modalités qui permettent d'élaborer des profils de formation et d'évaluer les acquis d'apprentissage en tenant compte des exigences scientifiques et des attentes sociales. Puisse l'ensemble des parties prenantes au complexe et passionnant travail de formation considéré dans toutes ses dimensions, y compris les plus routinières, tirer parti des réflexions qui sont ainsi livrées à leur examen.

Suggested Citation

  • Daniel Dufourt, 2012. "Savoirs et compétences. De l'Université au monde professionnel," Working Papers halshs-00870746, HAL.
    • Handle: RePEc:hal:wpaper:halshs-00870746
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00870746
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    References listed on IDEAS

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    1. William E. Becker, 2007. "Quit Lying and Address the Controversies: There are No Dogmata, Laws, Rules or Standards in the Science of Economics," The American Economist, Sage Publications, vol. 51(1), pages 3-14, March.
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    3. Peter Davies & Guy Durden, 2010. "Economic Education in Schools and Universities in England," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(4), pages 413-424, September.
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