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Vers la réduction de la violence à l'école. CONTRIBUTION À L'ÉTUDE DE QUELQUES CONCEPTS POUR UNE ANTHROPOLOGIE RELATIONNELLE DE LA PERSONNE EN PHILOSOPHIE DE L'ÉDUCATION.

Abstract : How to reduce violence in school in way to permit the emergency ot a true human subject by the educational process ? This research's aim is to propose a Relational Educativ Anthropology in his main concepts and in his approach to analyse violence (by and) in, education, to criticise other approaches who fail in the same aim, and to develope possibles alternatives in educational practices.
The righ epistemological way to analyse violence (understood in his paradoxes, reversibility and reciprocity) is not founded in dialectic nor psychanalytic approach but in the paradoxical anthropology of René Girard articulating it with the personalist anthropology of Francis Jacques and on putting both in perspective in a generative and a conventionalistic dimension.
In the third part of the thesis a radical exam of violence in education is then developed about the thre key aims of education : 1.access for all to mankind's heritage, as a fundamental right; 2.a genuine appropriation of knowledge by the pupil; 3.finally, the making of the pupil him/herself, through a process of identification in education
We will then see how the Relational Educativ Anthropology hypotheses render intelligible the processes of genesis and perpetuation of violence in education. They can also contribute to find solutions. The alternative for the conversion of educational relation is the search for a truly universal integration, that of the other person. The real other is not the second person but the third in the skame of interlocution.
The fourth part can then criticise some other models of subjectivity (Lacan, Benveniste, Nédoncelle). An opposition is perceived between the subject of the first anthropogenesis and the person like process and the terme of a triadic non violent communication.
The fifth part inquire in other differents disciplinary fields (particularly in théology) to precise the features of the non violent integration of the third one.
The truly relational model of integration requires alertness because the integrated other must not be mistaken with the other assisted by the solicitude of double rivals. It implies leaving important room for conflicts, in the dialogue, towards a higher peace. The conceptual tools of the philosophy of text can help us to conceive the methods and the inter-locutive parts of this relational integration.
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https://tel.archives-ouvertes.fr/tel-00201180
Contributor : Marie-Louise Martinez <>
Submitted on : Wednesday, December 26, 2007 - 4:44:18 PM
Last modification on : Tuesday, September 17, 2019 - 9:37:39 AM
Long-term archiving on: : Thursday, September 27, 2012 - 1:25:30 PM

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Marie-Louise Martinez. Vers la réduction de la violence à l'école. CONTRIBUTION À L'ÉTUDE DE QUELQUES CONCEPTS POUR UNE ANTHROPOLOGIE RELATIONNELLE DE LA PERSONNE EN PHILOSOPHIE DE L'ÉDUCATION.. Education. Université de la Sorbonne nouvelle - Paris III, 1996. Français. ⟨tel-00201180⟩

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