Nuages curriculaires de (l'in)connaissance : Faire connaissance avec le mystère à partir des traditions mystiques
DOI :
https://doi.org/10.25071/1916-4467.40844Mots-clés :
mystère, philosophie de l'éducation, phénoménologie, enquˆête poétique, dialectique de la création, curriculum, métaphysique, épistémologie, vérité et inconnaissabilité, réalité ultime, traditions mystiques, sentier contemplatif, éclairage, aporie, paradoxe, cataphatique, apophatiqueRésumé
Les programmes d'études se sont traditionnellement attachés à formuler des intentions et des attentes relatives à l'enseignement et l'apprentissage du savoir. Mais que se passerait-il si le curriculum entrait en dialogue non seulement avec ce qui est connu, mais également avec l’inconnaissable – avec le mystère ? Dans cette étude j'explore les traditions mystiques afin d’appréhender le mystère. J’en viens à le caractériser comme une condition dialectique consistant à savoir, tout en ne sachant pas. Le mystère constitue également une désignation de la réalité ultime – une totalité qui, bien qu'elle ne soit pas complètement connaissable, suscite néanmoins une attention soutenue en raison de son potentiel à offrir la sagesse et la transformation. Les traditions mystiques rappellent que le mystère est une caractéristique inévitable de toute entreprise métaphysique visant à expliquer la réalité ultime, et pour cette raison, la croyance est un aspect intrinsèque à toute compréhension métaphysique. De plus, dans la mesure où la croyance métaphysique sous-tend nos systèmes de connaissances, un curriculum qui s’ouvre au mystère invite à explorer, discerner et mettre en œuvre des croyances existentielles. Les traditions mystiques proposent une modalité d’approche du mystère, soit la voie contemplative, qui peut être envisagée à la fois comme modèle épistémologique et comme méthode. Elles offrent également des outils pour appréhender le paradoxe, notamment en faisant appel à la raison pour se préparer à la révélation. Ainsi, je conclus cet essai par une enquête poétique.
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