L'apprentissage reconnaissant : Un nouvel aspect de la biographie vivante de M. Bakhtine
DOI :
https://doi.org/10.11606/issn.2236-4242.v38i1p38-53Mots-clés :
Bakhtine, Dialogisme, Biographie Vivante, Apprentissage Reconnaissant, EnseignantRésumé
Suivant certaines tendances de la théorie contemporaine de l’éducation, les auteurs de cet article cherchent à développer les fondements bakhtiniens de la pédagogie dialogique. Considérant le dialogisme bakhtinien comme un outil efficace pour le processus éducatif, ils estiment que la pratique pédagogique de Mikhaïl Bakhtine elle-même, qui n’a pas encore été suffisamment étudiée, apporte des réponses à un certain nombre de questions importantes de la pédagogie contemporaine et en particulier de ses régimes éducatifs dialogiques. L’idée du dialogue développée par Bakhtine dans son livre sur Dostoïevski (1929, 1963) va bien au-delà de l’espace romanesque. C’est pourquoi la compréhension du dialogue est traitée dans cet article comme une opportunité d’entrer également dans les sphères sociales, idéologique et éducative. À cet égard, les auteurs introduisent le concept d’« apprentissage reconnaissant », en arguant que la propre communication de Bakhtine avec ses disciples crée un phénomène unique documenté à la fois dans les mémoires de Bakhtine et dans ses mémoires, dans sa correspondance et dans d’autres sources authentiques. Les nouveaux documents découverts par les auteurs dans les archives de Bakhtine et dans d’autres sources nous permettent de parler du phénomène de « l’apprentissage reconnaissant » comme le résultat réel du type de dialogue mené par Bakhtine tant dans la pratique de la communication interpersonnelle que dans son activité pédagogique.
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(c) Copyright Oleg Osovsky, Svetlana Dubrovskaya, Elizaveta Maslova, Hui Liu 2025
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