L’adossement réflexif à la recherche comme activité heuristique, praxéologique, critique

Abstract

This article is based on a methodological position, that of the “thick” intersection of the three concepts of heuristicity, praxeology and criticism, from a more empirical than theoretical perspective. Their “immediate” intersection with basic etymological and intellectual definition is a working tool. This operation allows first to build definitions anchored in a practice, less elaborate theoretically but operational empirically. It then offers new perspectives produced by this crossing. The results make it possible to combine a rereading of authors of the stature of Durkheim and Bourdieu with a reorganization of the elements founding the training policy for teachers and CPEs (principal educational advisers) « backed » by research. « Stimulated » by the Marseille school context, we show that an intellectual and legal revolution is possible in this field, centered on professional development built around a metacognitive and critical reflexivity, building learning with the same characteristics. Our « method » could allow to cross other authors, other concepts, other policies, other institutions and other contexts.

Keywords

• backing
• reflexivity
• Durkheim
• Bourdieu
• intellectual activity