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Vers une modèle d'organisation autoformatrice. Apports du concept de réciprocité à une perspective d'autonomisation en formation

Abstract : This doctoral dissertation considers the social dimensions of self-directed learning in the workplace based on perspectives in the fields of management (Foucher and Confessore), and of reciprocity in learning within organisational settings (Labelle). The review of literature proposes an in-depth analysis of the notion of reciprocity in two fields: educational sciences, related to the work of Jean-Marie Labelle on personalism and andragogy, and social science (anthropology, economics and political science) according to the work of Marcel Mauss. A frame of reference related to reciprocity and learning in organisational contexts concludes this analysis. Conceptual aspects of reciprocity are then related to four different perspectives on self-directed learning: Critical Thinking (Mezirow), Existential Growth (Pineau), Constructivism (Candy) and Enaction (Tremblay). The outcome is a conceptual model of reciprocity and autonomy which highlights the important roles of "others" and "context" while bringing to light the notions of interdependency and otherness. Some practical implications for learning in organisational settings are finally examined, offering answers to the three main concerns of the thesis: the specific roles of those involved in a training relationship; the significance of learning management tools; and organizational systems and strategies which could promote the emergence of self-directed learning and reciprocity.
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Jérôme Eneau. Vers une modèle d'organisation autoformatrice. Apports du concept de réciprocité à une perspective d'autonomisation en formation. Education. Université de Montréal; Université de Strasbourg, 2003. Français. ⟨tel-00588883⟩

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