Mystère : Poétiser par la « Gelassenheit » vers une pédagogie de l'émerveillement
DOI :
https://doi.org/10.25071/1916-4467.40840Mots-clés :
mystère, Gelassenheit, physis, Heidegger, éducation, connaissance, enseignement, apprentissage, curiosité, émerveillement, poétisation, pensée méditative, pensée calculatrice, connaissance poétique, technologie, non-objectivitéRésumé
Les modes de pensée courants dans le domaine de l’éducation s’articulent autour des objectifs de la science, de la curiosité et des modes de pensée calculateurs, ce qui se traduit dans les méthodes et les finalités instrumentales dans l'éducation et la formation des élèves. Le mystère, défini en tant que le « physis » de la métaphysique grecque antique, un processus qui met en évidence à la fois la présence et l'absence, est généralement exclu de la connaissance, de l'enseignement et de l'apprentissage. L'éducation d'aujourd'hui peut bénéficier d'approches uniques mettant l'accent sur le mystère en tant que présence et absence par la « poétisation » ou de l'engagement poétique. La connaissance poétique, la pensée méditative et l'émerveillement offrent de nouvelles façons d'expérimenter le curriculum et la pédagogie. Empruntant à Martin Heidegger, la « Gelassenheit » (ou « laisser être »), la poétisation offre une posture particulière pour aborder les choses différemment, de manière non-objectivée. La curiosité et l’émerveillement, deux réponses émotionnelles liées au mystère, donnent un aperçu de l’importance de la non-objectivité dans les programmes d’études; un repositionnement en cette ère de la technologie. Afin que le mystère prenne sa place dans l’éducation, il faudra passer de la pensée calculatrice à la pensée méditative, de la curiosité à l’émerveillement en passant par la poétisation (en tant que la Gelassenheit).
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