Habitations diverses : Pensant « sur » et « dans » le Mystère
DOI :
https://doi.org/10.25071/1916-4467.40841Mots-clés :
auto-étude collaborative, mystère, inconnu, a-rationnel, épistémologie, multiple façons de savoir, existentiel, ontologie, néolibéralisme, crise climatique, incertitudeRésumé
Les récits d'auto-études des praticiens (ou practiciennes) jouent un rôle important en invitant le Mystère dans un programme d'études, particulièrement dans les contextes éducatifs néolibéraux, qui tendent à privilégier la fixation d’objectifs et de réponses rationnels au détriment des modes de connaissance « a-rationnels » (qui dépassent les modes de connaissance rationnels) qui demeurent dans notre Être. En tant que deux éducatrices, nous partageons nos « habitations » curriculaires et pédagogiques « sur » et « dans » le Mystère. Cette enquête découle de notre désir de créer des espaces pédagogiques génératifs permettant aux étudiants et étudiantes d'explorer le Mystère au sein de leur Être, avec l'Ensemble de l'existence, en tenant compte de leur interconnexion avec les contextes mondiales et locales et les luttes en cours. Les trois conclusions thématiques de l'étude sont communiquées par le biais d'un texte à plusieurs voix, composé de l’écriture narrative, poétique et analytique. Premièrement, nous déplorons l'attention insuffisante accordée au Mystère en éducation, tout en découvrant les avantages d'une telle lamentation pour un travail éducatif transformateur. Deuxièmement, nous racontons nos habitations « sur » le Mystère, tant dans nos compréhensions que dans nos pratiques. Troisièmement, nous explorons la valeur d'une ontologie existentielle de l'éducation comme moyen d'améliorer les relations des étudiants et étudiantes avec le Mystère, dans la complexité de leur Être et dans la Vie tout entière.
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