La compréhension comme acte solitaire. Quelques réflexions sur le sujet pensant

IOANNA BERTHOUD-PAPANDROPOULOU, LEONIDAS SOTIROPOULOS

Abstract

Commencing with the simplified notion of the black box, whereby supposedly an input – the teaching provided by the teacher – leads to an output – the response proposed by the student –the act of comprehension is examined primarily as a solitary act, inherent in the learning process, even when it may take place in cases of interaction, as in school. Certain aspects of this act are discussed through the concept of “bricolage” (Claude Lévi-Strauss and Seymour Papert), and from a constructivist perspective (Jean Piaget) particularly through reference to the “searching for reasons” that relate to one’s effort to understand.

Keywords

Comprehension, bricolage, learning, constructivism

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DOI: https://doi.org/10.26220/une.2940

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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