Forme solide et École solide : comment penser une nouvelle grammaire (architecturale) scolaire ?
Abstract
The scholastic form is questioned on all sides by mutations which affect as much the way of thinking, organizing and dispensing knowledge as the social and political function a verticality of the solid school form answers to a liquid trans-modernity. This school is not yet affected by that the digital and global double turn. The knowledge-relation supposes a new grammar school opening to the extensive school.
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