Une nouvelle aventure dans l'enseignement de la géographie
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Description
Introduction au livre
Lorsque j'enseignais la géographie à l'école, un collègue de mon traducteur a dit un jour ceci :
« Où avons-nous le luxe de nous préoccuper de choses comme ça (l’essence même de l’éducation) ? »
« Il est difficile de suivre le rythme des objectifs fixés par le ministère de l’Éducation… » Dans un programme scolaire donné, avec un temps et un espace limités, et dans un contexte axé sur la performance qui exige un certain niveau de résultats, réfléchir à un « enseignement de la géographie significatif pour les élèves » aurait pu être perçu comme l’œuvre d’un idéaliste déconnecté de la réalité.
Le professeur Gert Biesta, pédagogue de renommée mondiale, explique cette réalité par le concept de « l'apprentissage par l'expérience ».
Il critique la tendance éducative qui consiste à survaloriser les besoins et les désirs des élèves dans une culture axée sur la performance, soulignant que cela conduit les enseignants à se concentrer uniquement sur la question de « comment enseigner ».
En d'autres termes, il est considéré comme du rôle d'un enseignant compétent de réfléchir à la manière de transmettre efficacement le contenu donné et d'obtenir des résultats.
Toutefois, Biesta souligne qu'il est temps de remettre l'éducation au centre de ses questions fondamentales pour un « changement de comportement significatif » - « quoi » et « pourquoi ».
On peut dire que l'ouvrage du professeur Steve Puttick est une réponse au discours prospectif sur l'enseignement de la géographie qui est né au sein même de ce courant.
Cet ouvrage propose des réflexions nuancées et équilibrées sur des questions fondamentales telles que : « Quelle est la géographie que nous enseignons ? », « Pourquoi la géographie est-elle encore précieuse pour les élèves aujourd’hui ? », « Qu’avons-nous négligé jusqu’à présent dans l’enseignement de la géographie ? » et « Que faut-il changer et comment ? »
À travers cet ouvrage, les lecteurs découvrent de nouvelles possibilités pour la conception future des programmes de géographie et les méthodes d'enseignement.
« Où avons-nous le luxe de nous préoccuper de choses comme ça (l’essence même de l’éducation) ? »
« Il est difficile de suivre le rythme des objectifs fixés par le ministère de l’Éducation… » Dans un programme scolaire donné, avec un temps et un espace limités, et dans un contexte axé sur la performance qui exige un certain niveau de résultats, réfléchir à un « enseignement de la géographie significatif pour les élèves » aurait pu être perçu comme l’œuvre d’un idéaliste déconnecté de la réalité.
Le professeur Gert Biesta, pédagogue de renommée mondiale, explique cette réalité par le concept de « l'apprentissage par l'expérience ».
Il critique la tendance éducative qui consiste à survaloriser les besoins et les désirs des élèves dans une culture axée sur la performance, soulignant que cela conduit les enseignants à se concentrer uniquement sur la question de « comment enseigner ».
En d'autres termes, il est considéré comme du rôle d'un enseignant compétent de réfléchir à la manière de transmettre efficacement le contenu donné et d'obtenir des résultats.
Toutefois, Biesta souligne qu'il est temps de remettre l'éducation au centre de ses questions fondamentales pour un « changement de comportement significatif » - « quoi » et « pourquoi ».
On peut dire que l'ouvrage du professeur Steve Puttick est une réponse au discours prospectif sur l'enseignement de la géographie qui est né au sein même de ce courant.
Cet ouvrage propose des réflexions nuancées et équilibrées sur des questions fondamentales telles que : « Quelle est la géographie que nous enseignons ? », « Pourquoi la géographie est-elle encore précieuse pour les élèves aujourd’hui ? », « Qu’avons-nous négligé jusqu’à présent dans l’enseignement de la géographie ? » et « Que faut-il changer et comment ? »
À travers cet ouvrage, les lecteurs découvrent de nouvelles possibilités pour la conception future des programmes de géographie et les méthodes d'enseignement.
indice
Préface du traducteur / 3
Préface / 6
Chapitre 1 Aventures ··························································································13
Introduction ·································································································13
Géographie des enfants et expériences quotidiennes ···········································20
Théorie pratique ·························24
Conclusion ···················································································29
Questions et activités ·······································································30
Chapitre 2 Exploration et géographie ·················································································35
Introduction ······································································································35
Les origines de la géographie et Vasco de Gama ··············37
Joseph Conrad ···········································45
Exploration par la guerre ··············································································54
Conclusion ···················································································59
Questions et activités ········································································61
Chapitre 3 : La stratification impériale (traces) dans la géographie scolaire ··············67
Introduction ·········································································································67
Géographie scolaire : Changer le monde 72
La géographie raciale de l'empire ··································································77
Géographie et eurocentrisme ······································································88
Stratégies de légitimation des empires ·················································90
Stratégie 1 : Utiliser la rhétorique pour éviter les aspects problématiques ················90
Stratégie 2 : Description du format de l’état des résultats ····································································95
Stratégie 3 : La logique d'un produit de son temps ···················································98
Stratégie 4 : Rejeter les critiques de l’empire comme une question de « ton »…102
Conclusion ···············································································108
Questions et activités ····································································110
Chapitre 4 : Le pouvoir, le savoir et leurs captifs ···············115
Introduction ································································································115
Critique du « savoir puissant » ··············································116
La signification de « connaissance puissante » ········································································118
Connaissances et expérience ······································································122
Connaissances en place ··················································································127
Puissant savoir, vérité, croyance et peur ·············132
Critique de « Prisonniers de la géographie » ··············································135
D'où viens-tu vraiment ? ······················································138
Afrique ························································································144
Conclusion ·············································································150
Questions et activités ·····································································152
Chapitre 5 Voies de circulation de l'information ........................................................................... 157
Introduction ·····························································································157
Montagnes, informations et les personnes qui s'y cachent ·························161
Le parcours de l'information en ligne ·······················································168
Un nouveau voyage à travers l'information, de vieilles histoires sur les statistiques ·············174
Conclusion ······························································································182
Questions et activités ·······················································································184
Chapitre 6 : Par où commencer ? ······························191
Introduction ·······························································································191
Départ d'Europe ········································································193
Commençant par al-Idrisi ·································199
Commencer dans les pays du Sud ························202
À partir de la vie locale et quotidienne ················································206
Calcutta ·············································································208
Oxford ······························································································214
Climat élevé ·· ...
Conclusion ······································································································220
Questions et activités ··························································································224
Chapitre 7 : De quoi devrions-nous parler ? ······························233
Introduction ····································································································233
Une grande histoire qui explique le monde ···············································237
Intrigue ······································································································242
Personnages ·······························································································246
Conflit ··································································································250
Avec des conteurs ··········································································254
Questions et activités ························································································257
Recherche ·······························································································263
Préface / 6
Chapitre 1 Aventures ··························································································13
Introduction ·································································································13
Géographie des enfants et expériences quotidiennes ···········································20
Théorie pratique ·························24
Conclusion ···················································································29
Questions et activités ·······································································30
Chapitre 2 Exploration et géographie ·················································································35
Introduction ······································································································35
Les origines de la géographie et Vasco de Gama ··············37
Joseph Conrad ···········································45
Exploration par la guerre ··············································································54
Conclusion ···················································································59
Questions et activités ········································································61
Chapitre 3 : La stratification impériale (traces) dans la géographie scolaire ··············67
Introduction ·········································································································67
Géographie scolaire : Changer le monde 72
La géographie raciale de l'empire ··································································77
Géographie et eurocentrisme ······································································88
Stratégies de légitimation des empires ·················································90
Stratégie 1 : Utiliser la rhétorique pour éviter les aspects problématiques ················90
Stratégie 2 : Description du format de l’état des résultats ····································································95
Stratégie 3 : La logique d'un produit de son temps ···················································98
Stratégie 4 : Rejeter les critiques de l’empire comme une question de « ton »…102
Conclusion ···············································································108
Questions et activités ····································································110
Chapitre 4 : Le pouvoir, le savoir et leurs captifs ···············115
Introduction ································································································115
Critique du « savoir puissant » ··············································116
La signification de « connaissance puissante » ········································································118
Connaissances et expérience ······································································122
Connaissances en place ··················································································127
Puissant savoir, vérité, croyance et peur ·············132
Critique de « Prisonniers de la géographie » ··············································135
D'où viens-tu vraiment ? ······················································138
Afrique ························································································144
Conclusion ·············································································150
Questions et activités ·····································································152
Chapitre 5 Voies de circulation de l'information ........................................................................... 157
Introduction ·····························································································157
Montagnes, informations et les personnes qui s'y cachent ·························161
Le parcours de l'information en ligne ·······················································168
Un nouveau voyage à travers l'information, de vieilles histoires sur les statistiques ·············174
Conclusion ······························································································182
Questions et activités ·······················································································184
Chapitre 6 : Par où commencer ? ······························191
Introduction ·······························································································191
Départ d'Europe ········································································193
Commençant par al-Idrisi ·································199
Commencer dans les pays du Sud ························202
À partir de la vie locale et quotidienne ················································206
Calcutta ·············································································208
Oxford ······························································································214
Climat élevé ·· ...
Conclusion ······································································································220
Questions et activités ··························································································224
Chapitre 7 : De quoi devrions-nous parler ? ······························233
Introduction ····································································································233
Une grande histoire qui explique le monde ···············································237
Intrigue ······································································································242
Personnages ·······························································································246
Conflit ··································································································250
Avec des conteurs ··········································································254
Questions et activités ························································································257
Recherche ·······························································································263
SPÉCIFICATIONS DES PRODUITS
- Date d'émission : 30 août 2025
- Nombre de pages, poids, dimensions : 272 pages | 176 × 248 × 20 mm
- ISBN13 : 9788925419305
- ISBN10 : 8925419300
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