원문정보
The dialogical educational discourse and Confidence : between a priori and a posteriori conditions. Case study: Erasmus Intensive Program "Public relations: government relations and lobbying from a European perspective".
초록
영어
The article takes as premise the educational question par excellence: what content is worthwhile to be transmitted and what is the best way to do so? (Spoelders & Cotton, 2014), and aims to understand the relationship between the educational discourse and trust from two assumptions : to be dialogic, the educational discourse must be shared between teacher and learner -which implies a relation based on trust, a priori condition of the educational discourse -, and the learner has an implicit and/or explicit recognition related to the universality of contents transmitted and to their optimal transmission -which reinforce the relation of trust, a posteriori condition of the educational discourse -. The authors analysed the levels of interpersonal, institutional and interinstitutional trust related to an Erasmus intensive programme by its participants, their cooperative behaviours and their collective learning. (Simon, 2007: 90) By implying (a priori) and reinforcing (a posteriori) its participants’ trust via its educational discourse, the concept of the Erasmus intensive programme developed and organised by 8 European partners, reaches the requirements of the dialogic educational discourse, last stage of the pedagogical relation.
목차
1. Cadre conceptuel
1.1 Définition de la confiance
1.2. Le discours éducationnel du programme intensif
1.3. Modèle d’analyse théorique
2. Méthodologie de l’étude
3. Résultats
3.1. La transmission du savoir et le discours éducationnel
3.2. La confiance perçue par les participants du PI
3.3. Confiance institutionnelle (organisations gouvernementales, marchandes et non marchandes)
3.4. Confiance interpersonnelle verticale
3.5. Confiance interpersonnelle horizontale (étudiants) et confiance institutionnelle (PI)
4. Conclusions
Bibliographie
[Abstract]