Interaction intergénérationnelle et construction du sujet moral
La construction du sujet moral est examinée dans sa dimension interactive, avec en particulier la manière dont la posture de l'éducateur impacte la trajectoire du sujet en devenir. Les acteurs de la transmission déploient alors une ambivalence exprimant la tension entre un désir éducatif intens...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | French |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Ed. du Cerf
[2019]
|
| In: |
Revue d'éthique et de théologie morale
Year: 2019, Pages: 27-40 |
| Standardized Subjects / Keyword chains: | B
Teenagers
/ Education
/ Morals
/ Intergenerational relations
|
| RelBib Classification: | NCA Ethics ZD Psychology ZF Education |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a La construction du sujet moral est examinée dans sa dimension interactive, avec en particulier la manière dont la posture de l'éducateur impacte la trajectoire du sujet en devenir. Les acteurs de la transmission déploient alors une ambivalence exprimant la tension entre un désir éducatif intense et une difficulté à tenir une position subjective au cœur de la dissymétrie intergénérationnelle. Le monde académique s'est, quant à lui, extrait d'une appréhension étroitement structuraliste du développement moral, pour élaborer des dispositifs épistémiques donnant droit à la réalité plus variable, plus individuelle (philosophie du care, psychologie positive). Il demeure néanmoins essentiel de réfléchir à un modèle de ce développement faisant aussi appel à une universalité structurante pour rendre compte du processus de transmission. | ||
| 520 | |a The construction of the moral subject is examined here in its interactive dimension, with a particular focus on the way in which the posture of the educator impacts the subject in becoming. The actors of this transmission manifest an ambivalence that expresses the tension between an intense educational desire and a difficulty in holding a subjective position at the heart of the intergenerational dissymmetry. For its part, the academic world has extracted itself from a narrowly structuralist understanding of moral development so as to develop epistemic dispositions that allow a more variable, more individuated reality (the philosophy of care, positive psychology). Nevertheless, it remains essential to reflect on a model of this development that also calls for a structuring universality to account for this process of transmission. | ||
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