appropriation par le vivant
English translation: appropriation by the person/individual
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| 15:24 May 16, 2003 |
| French to English translations [PRO] / distance learning | |||||||
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|  Selected response from: Parrot Spain Local time: 20:21 | ||||||
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| 4 +2 | appropriation by the person/individual |
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| 4 | appropriation of his learning power by the subject |
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| 3 | ownership by the living of ... |
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| 3 | appropriation (of training skills) by life-experience |
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Answers
7 mins confidence: 
ownership by the living of ... Explanation: ownership dans ce sens particulier (Termium): Domaine(s) – Education Theory and Methods Domaine(s) – Théories et méthodes pédagogiques ownership Source appropriation Source FÉM OBS – l'élève qui est incité à développer une meilleure connaissance de la démarche d'apprentissage et d'évaluation en vue de son propre travail va se sentir davantage responsable de ce qu'il ou elle fait et de la manière dont il ou elle le fait. Source OBS – Approches pédagogiques : Infrastructure pour la pratique de l'enseignement, ministère de l'Éducation de la Saskatchewan, 1993. |
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20 mins confidence:
appropriation of his learning power by the subject Explanation: Meaning that the subject has to recognise that his/her ability to learn is in his/her own hands. |
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22 mins confidence: peer agreement (net): +2
peer agreement (net): +2appropriation by the person/individual Explanation: "Le vivant" in the writings of Gaston Pineau has been alternatively translated as "person" and "individual" in the literature of existential self-training. An example: "A global vision of existence These approaches have contributed to a global vision of existence in the training process with its various dimensions: cognitive, experiential, practical, symbolical… The integration of life and training developed further with Gaston Pineau and life stories as an exploratory process of self-training (Pineau; 1983). The ASIHVIF (Association internationale des histoires de vie en formation) took the form of an association in 1992. It organizes periodic meetings between researchers and practitioners; it federates the initiatives of several regional associations in the same field (Switzerland, Belgium, Quebec, France, Portugal…). The exploration of life stories in training has brought to light complex interrelated processes between various aspects of life experience that do not only belong to the cognitive field but also to practice, experience, and the representation of the self and the social context. A link between life and knowledge Self-training thus appears as a vital and permanent process of retroaction of the person on the elements of the environment that determine the events experienced. This permanent retroaction is a temporal alternation of situations globally defined by three poles: by oneself (self-training), by others (hetero-training) and by things (eco-training). The existential approach considers self-training as one of the three poles that orients the training process. Self-training is therefore not an independent process but a retroaction process on events and on oneself that shapes and gives meaning to different temporal elements: life experiences and knowledge, practice and theoretical knowledge, existential experience and symbolic meanings. This permanent articulation between life and knowledge characterizes self-training as a bio-cognitive process." (Note that your quotation is from Pineau). -------------------------------------------------- Note added at 2003-05-16 15:49:41 (GMT) -------------------------------------------------- source: http://www.cnam.fr/autoformation2000/english/en5.htm -------------------------------------------------- Note added at 2003-05-16 15:59:06 (GMT) -------------------------------------------------- source: http://www.cnam.fr/autoformation2000/english/en5.htm -------------------------------------------------- Note added at 2003-05-16 15:59:48 (GMT) -------------------------------------------------- Another summary: \"The concept of autodidaxy is quite often confused with the social and professional success of people who should not have \"normally\" risen on the social scale. Our readings and fieldwork establish that one can learn independently without being concerned about promotion. Autodidaxy is still characterized mostly by voluntary educational practices outside training organizations. New potentialities and the wish for autonomy enable training procedures to be set up in everyday action. To understand the meaning of the word, we have observed facts from which we infer that autodidaxy is an existential and/or cognitive approach to training that the learner pilots entirely on his or her own. This desire for total freedom in the management of one\'s learning proves how necessary it is for educational institutions to change. They would thus be able to provide logistics to accompany training that is favorable to the development of people and organizations. The autodidaxy of the last century, although it has not entirely disappeared, is giving way to more modern forms in terms of training modes: we will call them neo-autodidaxy. As opposed to traditional models, neo-autodidaxy is more favorable to the development of the autonomy of those who want to train, rather than of those who want to be trained. Indeed, nowadays as in the past, autodidaxy guarantees total control over all the stages of training to the learner. However various forms of help are often necessary and requested. The repeated appeals to experts by the subjects we have been studying confirm this. We must keep in mind that multimedia technology could be used here under various conditions. Trainers must not be left out of this social phenomenon. Their role of assistance and counsel has become essential. It consists mostly in accompanying highly motivated and determined social subjects. Their work is to encourage action and contribute to its success, without imposing their point of view or that of the organizations. Training institutions have fundamental means to enable individuals to become lifelong learners. They persistently claim that they want to develop the autonomy of trainees, but that is not enough. They have to implement it and cooperate without reservation towards its achievement.\" -------------------------------------------------- Note added at 2003-05-16 16:00:48 (GMT) -------------------------------------------------- Another summary: \"The concept of autodidaxy is quite often confused with the social and professional success of people who should not have \"normally\" risen on the social scale. Our readings and fieldwork establish that one can learn independently without being concerned about promotion. Autodidaxy is still characterized mostly by voluntary educational practices outside training organizations. New potentialities and the wish for autonomy enable training procedures to be set up in everyday action. To understand the meaning of the word, we have observed facts from which we infer that autodidaxy is an existential and/or cognitive approach to training that the learner pilots entirely on his or her own. This desire for total freedom in the management of one\'s learning proves how necessary it is for educational institutions to change. They would thus be able to provide logistics to accompany training that is favorable to the development of people and organizations. The autodidaxy of the last century, although it has not entirely disappeared, is giving way to more modern forms in terms of training modes: we will call them neo-autodidaxy. As opposed to traditional models, neo-autodidaxy is more favorable to the development of the autonomy of those who want to train, rather than of those who want to be trained. Indeed, nowadays as in the past, autodidaxy guarantees total control over all the stages of training to the learner. However various forms of help are often necessary and requested. The repeated appeals to experts by the subjects we have been studying confirm this. We must keep in mind that multimedia technology could be used here under various conditions. Trainers must not be left out of this social phenomenon. Their role of assistance and counsel has become essential. It consists mostly in accompanying highly motivated and determined social subjects. Their work is to encourage action and contribute to its success, without imposing their point of view or that of the organizations. Training institutions have fundamental means to enable individuals to become lifelong learners. They persistently claim that they want to develop the autonomy of trainees, but that is not enough. They have to implement it and cooperate without reservation towards its achievement.\" |
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37 mins confidence:
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