Marc Durand’s research while affiliated with University of Geneva and other places

This paper is about film editing for documentation of work practices and training purposes. It illustrates these principles by a practical case: the working activity of bailiffs in a Swiss cantonal office. Training situations designing is based on a prior analysis of bailiffs’ activity, its constraints and its effects, by the mean of observation and video recording of work practices. During films editing, we move away from the faithful presentation of work practice, to account of its typical implicit elements, revealed by the preliminary analysis. The films are built like stories. They are supposed to disturb the viewers by provoking a mimetic engagement at them when viewing the scenes, and a re-enactement – i.e. an experience close to the former working one –. Viewings are also supposed to trigger appropriation of the typical components of activity by the bailiffs, and an expropriation and sharing of them with other professionals, promoting the construction of a community of practice.

This chapter explores participants’ experiences in the Theater of Lived Experience (TLE), an educational dispositive for adults with life trajectories marked by severe traumatic episodes resulting in deadlock and states of collapse. Participants were accompanied as they created mini-plays: they prepared scripts about a problematic experience, staged them and directing the actors. We adopted a semiological approach to these experiences through in situ observations and ex post interviews to (a) identify the participants’ intentions, concerns, anticipations and knowledge and (b) reconstruct the salient features before and during TLE. Several months later, we again analysed the changes in their life experience. Results showed that TLE offered a break in the participants’ life courses and gained value as an event triggering resilience and dynamic vitality. TLE illustrates a developmental perspective in adult education that uses on artistic mediation and provides grounds for broader reflection on education and resilience.

Os fenômenos transmissivos podem ser considerados como unidades fundamentais de atividade, constitutivas e constituintes da sociabilidade e da humanidade. De tal maneira que toda antropologia é uma antropologia da transmissão, e que a educação enquanto prática social é a principal representante destas unidades antropológicas de atividade humana. Argumentamos, neste texto, a favor de uma abordagem praxeológica da transmissão cultural que daria prioridade ao fato de tratar de ações ou de atividades, e que ela é uma atividade em si. Especificamos três aspectos que caracterizam esta abordagem: a) aquilo que é transmitido, que conceituamos como constituintes cognitivo-práxicos tipificados de uma cultura local, b) os processos miméticos envolvidos na transmissão, e c) as transformações da atividade que ocorrem para os herdeiros, conceituadas em termos de apropriação e de individuação.

PurposeSafety and organizational research indicates that fostering resilience in organizations is a promising way for improving safety, albeit concrete means to implement resilience are still lacking, especially in the educational field. The purpose of this paper is to propose four principles for training design derived from past and current studies the authors conduct in high-risk organizations.Design/methodology/approachTraining for resilience is considered within an enactive approach of human activity building on its properties of autonomy, structural coupling, self-organization, emergence, sensemaking, and metastability.FindingsThe article describes four educational design principles aiming at improving individual, collective, and organizational resilience: encourage mimetic experiences; pay attention to attention and concernedness; perturb and turn into an event; support participatory-sensemaking and collective sensemaking.Research limitations/implicationsThe training program the authors propose may be challenging to assess. Besides, the most durable solutions to improve safety through resilience are to be found at the crossroad between organizational design and training/development policies. Future research should determine the implementability criteria which are likely to support the use of the principles the authors propose, and contribute to enrich this educational foundation.Originality/valueEducation and training are conceived herein as high-order means to improve safety through resilience in high-risk organizations, fostering the capacity of the operators and organization to develop efficiently and in the long run. We provide independent but complementary training principles that cannot be hierarchized, but that can be locally prioritized in organizations.

Les phénomènes transmissifs peuvent être considéréscomme des unités fondamentales d’activité, constitutives et constituantes de la socialité et de l’humanité. De sorte que toute anthropologie est une anthropologie de la transmission et que l’éducation comme pratique sociale, est un représentant majeur de ces unités anthropologiques d’activité humaine. Nous argumentons dans ce texte en faveur d’une approche praxéologique de la transmission culturelle qui allouerait la priorité au fait qu’elle concerne des actions ou des activités, et qu’elle est elle-même une activité. Nous détaillons trois aspects caractérisant cette approche : a) ce qui est transmis, que nous conceptualisons comme des constituants cognitivo-praxiques typicalisés d’une culture locale, b) les processus mimétiques impliqués dans la transmission, et c) les transformations de l’activité se produisant chez les héritiers conceptualisées en termes d’appropriation et d’individuation.

Visionner le travail ou se visionner au travail sert-il à s’y former ? Cet ouvrage collectif cherche à rendre accessibles les différentes mises en tension possibles entre le concept d’activité et la vidéo-formation des enseignants. Pour ce faire, il est structuré autour de différentes lectures théoriques du concept d’activité servant d’ancrage à la conception et aux mises en œuvre pratiques exploitant le visionnage de vidéos. Les lecteurs pourront donc trouver dans cet ouvrage des ressources « théoriques » pour se familiariser avec les différentes appréhensions du concept d’activité et des ressources « technologiques » concrètes, au travers de la présentation de dispositifs de vidéo-formation mis en œuvre et évalués. Par cette double entrée, l’ouvrage s’adresse tant aux formateurs qu’aux chercheurs intéressés par ce domaine de recherche dans le champ de l’éducation et de la formation.

Purpose Safety and organizational research indicates that fostering resilience in organizations is a promising way for improving safety, albeit concrete means to implement resilience are still lacking, especially in the educational field. The purpose of this paper is to propose four principles for training design derived from past and current studies the authors conduct in high-risk organizations. Design/methodology/approach Training for resilience is considered within an enactive approach of human activity building on its properties of autonomy, structural coupling, self-organization, emergence, sensemaking, and metastability. Findings The article describes four educational design principles aiming at improving individual, collective, and organizational resilience: encourage mimetic experiences; pay attention to attention and concernedness; perturb and turn into an event; support participatory-sensemaking and collective sensemaking. Research limitations/implications The training program the authors propose may be challenging to assess. Besides, the most durable solutions to improve safety through resilience are to be found at the crossroad between organizational design and training/development policies. Future research should determine the implementability criteria which are likely to support the use of the principles the authors propose, and contribute to enrich this educational foundation. Originality/value Education and training are conceived herein as high-order means to improve safety through resilience in high-risk organizations, fostering the capacity of the operators and organization to develop efficiently and in the long run. We provide independent but complementary training principles that cannot be hierarchized, but that can be locally prioritized in organizations.

https://www.cairn.info/revue-raisons-educatives-2017-1.htm

The present study is a follow-up case report of the study from R'Kiouak and colleagues (2016). From the initial study that analyzed how individual experts rowed together while they never had practiced together, we seized here the opportunity to investigate how both rowers synchronize after having intensively practiced joint action through a national training program in which they were invited to take part. The joint action of 2 individual expert rowers, which composed a coxless pair crew, was tracked on-the-water at the end of a team-training program. We first determined how each rower experienced the joint action at each instance of oars' strokes during a 12min race. A phenomenological analysis evidenced several categories of how rowers shared lived experiences of their joint action. From mechanical data captured through an automatic recording device, we then scrutinized the mechanical signatures that correlated with each phenomenological sample. By comparing the present case report to the initial study, results suggested that, after the training program (a) rowers shared more meaningful experience of their joint action, and (b) only the boat velocity's index contributed to explain why oars stroke were alternatively lived as effective or detrimental. The present case report thus suggests that joint action training in rowing might imply an increase in the joint sense-making activities, probably associated with a change from an inter-personal to an extra-personal meaningful mode of co-regulation of the joint action.

Le recours à l’analyse de l’activité dans une perspective d’éducation impacte le travail des formateurs, notamment du fait qu’elle leur procure des instruments de conception et d’action nouveaux. Cela vaut pour les formateurs dans leurs pratiques quotidiennes ; cela vaut aussi pour les formateurs-chercheurs d’une équipe de recherche. Cet article présente une réflexion relative à un impact majeur au sein du programme de recherche cours d’action porté par cette équipe, qui est l’extension des visées de formation professionnelle vers celles d’une « éducation tout au long de la vie » (ELV). Concevoir une ELV centrée sur l’activité humaine et son analyse, suppose de se donner un idéal de l’homme éduqué, et de se préoccuper des pratiques sociales réelles, tenues pour des références, des supports et des cibles pour les transformations des activités humaines visées en formation. Cette définition implique a) une conception éducative holiste qui respecte le caractère global, pluridimensionnel et singulier de l’activité humaine, sa dynamique historique, son inscription culturelle, sa continuité individuelle-sociale, et sa permanente auto-construction ; b) un positionnement de cette perspective d’ELV dans le courant des Humanités Numériques ; c) une inscription du programme de recherche cours d’action dans une approche d’anthropotechnologie éducative.