Academic literature on the topic 'Géographie (discipline) – Épistémologie'
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Journal articles on the topic "Géographie (discipline) – Épistémologie":
Boyé, Marc. "La géographie est-elle une science? Introduction aux problèmes de codification dans le traitement automatique de l’information géographique." Cahiers de géographie du Québec 14, no. 32 (April 12, 2005): 157–69. http://dx.doi.org/10.7202/020907ar.
Deshaies, Laurent. "Évolution de la pensée géographique dans la foulée des mutations de la géographie." Cahiers de géographie du Québec 54, no. 151 (September 8, 2010): 49–75. http://dx.doi.org/10.7202/044367ar.
Soubeyran, Olivier. "Structures cognitives et blocages de l’évolution de la pensée en géographie humaine." Cahiers de géographie du Québec 27, no. 72 (April 12, 2005): 367–88. http://dx.doi.org/10.7202/021618ar.
Hoock, Jochen. "La révolution des disciplines. La rupture entre histoire et géographie en Allemagne." Revue de Synthèse 142, no. 1-2 (March 4, 2021): 177–97. http://dx.doi.org/10.1163/19552343-14000033.
Pouliot, Claude. "Géomorphologie et rupture épistémologique." Cahiers de géographie du Québec 32, no. 87 (April 12, 2005): 277–81. http://dx.doi.org/10.7202/021979ar.
Lefort, Isabelle, and Laura Péaud. "La réflexivité et les géographes français au XXe siècle. D’une approche historique à une approche épistémologique." Nouvelles perspectives en sciences sociales 13, no. 1 (March 21, 2018): 21–55. http://dx.doi.org/10.7202/1044010ar.
Goebl, Hans. "La dialectométrisation de l’alf: presentation des premiers résultats." Linguistica 40, no. 2 (December 1, 2000): 209–36. http://dx.doi.org/10.4312/linguistica.40.2.209-236.
Parent, Frédéric. "Du matériel au symbolique. Fondements et limites des études rurales québécoises contemporaines." Recherche 52, no. 2 (August 24, 2011): 335–51. http://dx.doi.org/10.7202/1005665ar.
Gadet, Françoise, and Patrick Sériot. "Présentation." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 9 (April 9, 2022): 1–4. http://dx.doi.org/10.26034/la.cdclsl.1997.1880.
CHIRA, Rodica-Gabriela. "Sophie Hébert-Loizelet and Élise Ouvrard. (Eds.) Les carnets aujourd’hui. Outils d’apprentissage et objets de recherche. Presses universitaires de Caen, 2019. Pp. 212. ISBN 979-2-84133-935-8." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 195–200. http://dx.doi.org/10.29302/jolie.2020.13.12.
Dissertations / Theses on the topic "Géographie (discipline) – Épistémologie":
Ben, Salah Oualid. "Épistémologie et didactique de la ville : de l'évolution de l'enseignement tunisien à l'expérience française." Paris 7, 2003. http://www.theses.fr/2003PA070056.
In a first stage, this work is based on the case of Tunisia. Teaching about towns is set in the context of the general inspiration on Tunisian secondary schools, specially of the 1991 reform. The current practice is then described using comparative studies of two text books for the 2nd class of secondary schools. Secondly more general problems are considered, with a confrontation between problems and solutions used in France and Tunisia. Original methods for teaching of town geography, such as games, are studied in the first place; then, a picture of the part played by towns in didactic research by French geographers is shown. Last, the relations between academic research in geography and didactics, as well as between didactics and epistemological problems are taken into account. This leads to suggestions concerning topics for further reflection and practical solutions
Orain, Olivier. "Le plain-pied du monde : postures épistémologiques et pratiques d'écriture dans la géographie française au vingtième siècle." Paris 1, 2003. http://www.theses.fr/2003PA010636.
Briand, Dominique. "Enseigner l'histoire et la géographie avec le film de fiction : une contribution à la construction d'un rapport au monde chez les élèves grâce à l'enseignement de l'histoire, de la géographie avec le film de fiction : une recherche contextualisée dans l'académie de Caen." Caen, 2005. http://www.theses.fr/2005CAEN1432.
Beligné, Max. "Remise en questions d'une lecture kuhnienne de la géographie française : réflexions épistémologiques entre sciences sociales, humanités numériques et données massives." Electronic Thesis or Diss., Lyon 2, 2023. http://www.theses.fr/2023LYO20094.
This thesis chronicles a research journey that necessitated a throrough problem formulation to substantiate the chosen corpus (Annales de Géographie and L'Espace Géographique journals) and methodological approach (utilizing word embeddings). The crux of the problem revolved around addressing the 'socio-semantic hypothesis' postulated by Olivier Orain in his thesis (2003) to validate the pertinence of his kuhnian perspective on French geography.The ensuing results show this socio-semantic hypothesis does not withstand scrutiny. Most notably, the notions of 'space' and 'environment' exhibit distinct semantic foundations within french geography during the 1960s. In the tumultuous years of the 1970s, 'space' does not acquire a singular new meaning but rather multiple interpretations. Furthermore, these nuanced meanings extend beyond the confines of the theoretical-quantitative paradigm. Lastly, the 1980s do not usher in a newfound stability or clear semantic shift.Still, it is worth stressing that these findings do not directly impugn Olivier Orain's kuhnian interpretation. Jean-Claude Passeron's developments in Le raisonnement sociologique (2006, 1991) provide an in-depth understanding of this situation : the experimental framework is rarely sufficient in social sciences. One consequence of this situation is an outright opposition to any kuhnian reading of these sciences. This perspective from Passeron has led to a meticulous evaluation of various other arguments advanced by Olivier Orain, revealing several shortcomings when compared to the original kuhnian schema.In the final phase of the thesis, this critical perspective is extrapolated to contemporary discourse, namely the realms of digital humanities and big data. A deconstruction of the narratives that frequently assert themselves as heralding paradigmatic shifts is carried out, supplemented by an introspective analysis of the conditions governing production and, ultimately, pedagogy of social sciences
Brun-Picard, Yannick. "L'humanisme géographique." Phd thesis, Université de Provence - Aix-Marseille I, 2005. http://tel.archives-ouvertes.fr/tel-00501653.
Calbérac, Yann. "Terrains de géographes, géographes de terrain : communauté et imaginaire disciplinaires au miroir des pratiques de terrain des géographes français du XXe siècle." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20110.
This dissertation questions the way XXth-century French geographers represented their research activities by exploring the different meanings the terms field and fieldwork had for them, and especially their place in heuristic processes and in the scientific psyche. It aims at applying the different approaches and methods of sciences studies to geography. Throughout the period, field and fieldwork led to a dominant order of discourse which structured representations and practices. This study is a response to works inspired by the theory of scientific revolutions and emphasizes the immutability of discourses. The “crisis of French geography,” which refers to the period of doubt the discipline went through during the 1960s and 1970s, may be regarded as a mutation of discourses rather than a radical change in practices. This change of focus on the history of geography leads us to reconsider the theoretical tools to be used to write it. When viewed as a “total scientific fact”, field and fieldwork thus represent a relevant approach to geography as a whole – that is to say its methods, aims, content and actors
Petitier, Paule. ""Moi-histoire-nature" : géographie et biologie : le modèle naturel dans l'oeuvre de Michelet autour de 1830." Clermont-Ferrand 2, 1987. http://www.theses.fr/1987CLF20008.
Shortly after 1830, michelet starts work on his histoire de france. Geography is very important in the first volumes. In his geographical discourse one may discover the contradictions inherent in a thought aiming at reconciling two philosophical systems based on antithetical hypotheses -the enlightenment and naturphilosophie. The representation of the territory enables the historian to reach compromises between those two systems. Thus michelet acknowledges the superiority of the natural model but in a paradoxical way -in fact organiscism becames the specific feature of history whereas nature is deprived of it. As early as 1830, the development of michelet's historical method is analogical to natural sciences. The theories of the embryogenists and of the teratologists assisted michelet in understanding the genesis of the territory and of the nation. In a wider sense, the transfromist conception of living organisms determined the historian's methodology and mode of expression. The representation of the territory and the natural model are thus inscribed in an affective and polemical discourse. On the one hand, they form the basis of his representation of the self; on the other hand, they have a didactic function in the rehabilitation of the revolution, which appears as early as that period, beneath the surface of michelet's texts. The aesthetic discourse on the territory affirms the ideological commitment and optimism of the historian who in 1830 believed he could restitute a science of totality. Geography finally seems to be the expression of such a triumphant optimism aiming at uniting the various fields of experience and knowledge
Arrault, Jean-Baptiste. "Penser à l'échelle du Monde : histoire conceptuelle de la mondialisation en géographie (fin du XIXe siècle/entre-deux-guerres)." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2007. http://tel.archives-ouvertes.fr/tel-00261467.
Wolff, Denis. "Albert Demangeon (1872-1940) : de l'école communale à la chaire en Sorbonne, l'itinéraire d'un géographe moderne." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2005. http://tel.archives-ouvertes.fr/tel-00009648.
Baudinault, Alexandra. "Géo-graphies en mouvements : pour une Ethnographie des savoirs géographiques à l’école élémentaire." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2135/document.
Geographical knowledge in primary school is shaped according to a variation in three stages : first, the pulsations of present time, fast-moving, whose school curricula and the concerns they have raised, are the visible part ; then the time of each primary school teacher, in his classroom, with his pupils, driven by his own geographical knowledge, his spatialities and his representations on what is, what was and what could / should be the teaching of Geo at primary school ; finally, there is the "almost motionless" time of a solid, ancient but essential foundation that responds to the needs of each human being to situate himself spatially to inhabit and be-in-the-world. These three temporalities overlap and, like geological layers, are shifting (made up of divergences and convergences, sliding, cracks and faults, outcrops). They therefore coexist while being dissonant and dysfunctional. However, in the classrooms, in primary school, every day that counts the school year, geography is done. It is therefore the enigma of this coexistence that this thesis proposes to solve. Each of the two volumes (Positives and Negatives) is organized in three movements (three books and three corpus) which can be read autonomously, but it is the whole device designed as a laboratory that allows the outcome of the plot. Material drawn from a participative observation in a Year-5 class (CM1) in Paris, interviews and a survey in the world of teacher blogs. This apparatus has been shaped and elaborated over time of the thesis and delimits the contours an area of social sciences research hybridizing the history and epistemology of geography, methods of anthropology, while mobilizing knowledge related to geography, history, graphic and plastic arts, literature or philosophy. I thus show that it is possible to study knowledge as a process and not to think of it as school knowledge already assigned to it, but as knowledge combining making and speeches that unfold in a whole gestures, words, images and imaginations, routines and techniques.By proposing an Ethnography of geographical knowledge at school, I wanted to build a research method that deviates from the work usually carried out in the field of didactic in order to suggest a different analysis on the knowledge passed and consequently also on what the latter represent for the community of geographers. By proposing to divide the geo prefix and the graphic suffix into two distinct words and to connect them by a dash, I identify by a graphical and semantic process the elementary contemporary of geography, which I thus define as elementary geo-graphies
Books on the topic "Géographie (discipline) – Épistémologie":
Ontario. Esquisse de cours 12e année: Géographie mondiale: le milieu humain cgu4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Le Canada et le monde: une analyse géographique cgw4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Sciences de l'activité physique pse4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Technologie de l'information en affaires btx4e cours préemploi. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Études informatiques ics4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Mathématiques de la technologie au collège mct4c cours précollégial. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Sciences snc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: English eae4e cours préemploi. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Environnement et gestion des ressources cgr4e cours préemploi. Vanier, Ont: CFORP, 2002.
Ontario. Esquisse de cours 12e année: Histoire de l'Occident et du monde chy4c cours précollégial. Vanier, Ont: CFORP, 2002.