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Rationalité créative : Vers la mise en œuvre d'une pédagogie de l'aventure 2013
Abstract
Préparer les ingénieurs à leur futur métier, c’est les former à la pratique d’une rationalité que nous nommons « créative », source de toutes les innovations. C’est mettre en œuvre une « pédagogie de l’aventure » qui place la créativité au cœur de la formation des ingénieurs. Nous illustrerons cette pédagogie par la relation d’expérimentations pédagogiques que nous avons réalisées à l’INSA de Lyon.
Chemical engineering, because it is useful for industrial development, effectively competes with other fields of engineering sciences, such as mechanics and thermal engineering, but with interdependencies that are complicit with this new field, which has a specific pillar, the transformation of matter and energy. Before taking up the historical approach to examine how chemical engineering has spread outside of English‐speaking countries, this chapter describes some of the basic elements that characterize the field. It presents the main dimensionless numbers used in process engineering for material and energy transformation processes. The creative and innovative aspects, based on an adventure pedagogy, are only very imperfectly part of the training of a chemical engineering specialist. In France, the common base of knowledge and skills lists a set of knowledge, skills and attitudes that every engineering student must master at the end of their training.
This chapter explores the relationship between technical culture and innovation culture. It focuses on the effects of design activity in the production of technical objects in the contexts of training and education. The loss of cultural universality and its compartmentalization as a genre with its fixed rules and norms tends to institute culture as a discipline. Design activity involves complex cognitive processes and, more specifically, cognitive skills. The Design‐Realization‐Socialization model introduces research into the production of objects or object projects, carried out in the school context. The introduction of design from a very early age into compulsory schooling makes it possible to awaken and develop a designer in every future citizen. In this logic, this leads the designer to understand and participate in the choices and technical decisions, the only means to give rise to thoughtful and sustainable innovations.
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