Science critique autocritique : la meilleure validité relative, pour l’instant...
validade relativa que melhor vale, por enquanto...
DOI :
https://doi.org/10.32335/2238-0426.2021.11.27.5606Mots-clés :
éducation, science critique, étudiantsRésumé
La lecture et l’étude du livre de James C. Scott Seeing like a State : how certain schèmes to improve the human condition have failed s’est avérée être une source importante d’apprentissage concret des limites de l’intervention scientifique linéaire, séquentielle, mathématisée et/ou algorithmique. Rappelons que l’acronyme STEM (Science, Technology, Engineering, Mathematics) est utilisé presque comme un impératif scolaire pour le succès productif et compétitif, strictement suivi dans les écoles asiatiques, notamment les chinoises, qui occupent actuellement la première place du Programme International pour le Suivi des Acquis des Élèves (Programme for International Student Assessment [PISA]) en matière de lecture, de sciences et de mathématiques, et font la gloire du soi-disant instructionnisme globale. Plusieurs auteurs reflètent non seulement des arguments pédagogiques pertinents, mais leur propre expérience : la pédagogie chinoise, par exemple, s’avère oppressive, domestique, brutale et conduit de nombreux élèves au désespoir surtout face aux mathématiques et ignorant que l’apprentissage est un processus naturel et évolutif rare profondeur d’auteur et intégrale, implique le bien-être physique et mental des étudiants.
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