Quelles relations entre conceptions « quotidienne » et scientifique des compétences transversales ?

Abstract

The important mobilisation of transversal skills in the fields of education, adult education and work contrasts with the critical position adopted in the scientific field with regard to the notion. In order to highlight the relationships between these two perspectives, we propose to follow the work of “everyday” and “scientific” conceptualization in the direction of transversal skills. To do this, we mobilize the contributions of John Dewey’s pragmatic philosophy. In this way, we consider the conceptualization work as an investigation motivated by the encounter of an indeterminated situation and aimed at solving it. The analysis of the conceptualizations carried out, according to the “everyday” and “scientific” perspectives, in the school field and in the framework of the training-employment relationship, highlights different logics. While in the field of school questions seem to be encountered, the situation appears to be more splited in the context of the training-employment relationship.

Keywords

• learners' skills and behaviours
• professional integration