La différenciation didactique passive

Un Essai De Définition Et D’illustration

Bibliographic Data

ID8105695
AuthorsJean-Jacques Maurice (corresponding author), Gérard Sensevy (0000-0002-2924-4266), Joel Clanet, Audrey Murillo (0000-0001-7920-1160)
Year2008
Volume20
Issue1
Pages105-122
Publication date2008-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLes dossiers des sciences de l éducation (JOURNAL)
Journal identifiersISSN: 1296-2104 • E-ISSN: 2272-9968
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/dsedu.2008.1145
OpenAlexW2294054128
LanguageFR
Citations received6

In this paper we first make some considerations on the notion of scientific model. Against this background, we recontextualize the notion of Expected Performance Distance (Maurice, 2007), by relating this concept to some theoretical qualitative speculations (Hacking, 1989) produced in the Joint Action Theory in Didactics. In doing that, we try to establish a dialectic relationship between some qualitative notions and their mathematical articulation (Hacking, 1989). Then we propose the notion of Didactic Passive Differentiation, in order to understand and categorize the creation of heterogeneity we think at the core of the didactic process. In the last part of the paper, we try to delineate some crucial stakes of this study, according to the teacher’s efficiency and equity, from the comparative didactics viewpoint

Action (physics · Articulation (sociology · Categorization · Dialectic · Epistemology · Hacker · Linguistics · Political science · Sociology · Unpacking · Computer Science · Education, sociology, and vocational training · Information Technology and Learning · Law · Philosophy

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