Accès au(x) savoir(s) et quête du sens

Abstract

The issues of access to the knowledge, the involvement of students in learning activities are both closely related and highly problematic. Access to knowledge is an attitude but also structuration (Astolfi et al., 1978). It is also a disposition (Lange, 2011b). Knowledge is envisaged in its epistemological dimensions, but also as a human construction. Therefore, it’s a problem, an event and a meaning. Our article aims to examine various works dealing with students and their relationship to the subject (material, living, social...), it summarizes the activity in its two-sided dimension: social effectiveness and singular biography. We end by proposing a model of “quête de sens”.

Keywords

• access to knowledge
• quête de sens
• relationship to the world
• pragmatic and scientific education