Rencontrer et susciter l’inattendu : une approche deweyenne de l’expérience

Abstract

This article considers John Dewey’s pragmatic philosophy of Experience as a guiding principle to analyze and understand professional learnings as much as trainings. Focusing on the indetermination principle, which is at the beginning of the inquiry and is a way to consider the links between unexpected, uncertainty and knowledge creation in action. The intention is to show how this theory is practical to think and act in the field of training and research in education. Two case studies, coming from the health care and the teaching of social services professions, will be presented and analyzed.

Keywords

• Theory of inquiry
• Unexpected
• Learnings
• Work
• Training
• activity analysis