Добірка наукової літератури з теми "Pratique épistémique"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Pratique épistémique".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Pratique épistémique":
Le Levier, Hélène, and Cindy De Amaral. "L’expression de la possibilité et de la nécessité dans trois articles d’interface." SHS Web of Conferences 191 (2024): 06008. http://dx.doi.org/10.1051/shsconf/202419106008.
Engel, Pascal. "Akrasia pratique et akrasia épistémique." Le Philosophoire 29, no. 2 (2007): 63. http://dx.doi.org/10.3917/phoir.029.0063.
Sénécail, Alain. "Épistémologies pratiques et partage des responsabilités entre guide et enseignant : de l’importance des contenus tacites de la visite scolaire." Éducation et didactique 18, no. 1 (2024): 67–88. http://dx.doi.org/10.4000/11ny1.
Cotton, Anne-Marie. "Chercheur-communicant ou communicant-chercheur : un médiateur de communautés." Revue Communication & professionnalisation, no. 10 (October 16, 2020): 56–77. http://dx.doi.org/10.14428/rcompro.vi10.19443.
Krutzen, R. W. "In Defence of Common Moral Sense." Dialogue 38, no. 2 (1999): 235–70. http://dx.doi.org/10.1017/s0012217300007204.
Roth, Camille. "Reconstruction en sciences sociales : le cas des réseaux de savoirs." Nouvelles perspectives en sciences sociales 2, no. 2 (April 16, 2009): 59–101. http://dx.doi.org/10.7202/602460ar.
Petitjean, Cécile, Anca Sterie, Carla Vaucher, and Esther Gonzalez-Martinez. "‘Je me permets de te déranger pour te demander un petit conseil’ : la gestion de l'expertise lors d'un appel téléphonique infirmier au service des Soins intensifs." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 42 (September 6, 2015): 33–56. http://dx.doi.org/10.26034/la.cdclsl.2015.637.
Badir, Sémir, Lorenzo Cigana, Carolina Lindenberg Lemos, and Estanislao Sofia. "Quatre questions sur la sémiotique : son histoire, sa place, ses bases épistémologiques." Estudos Semióticos 19, no. 3 (December 20, 2023): 28–55. http://dx.doi.org/10.11606/issn.1980-4016.esse.2023.217860.
Njuh, Ludovic Boris Pountougnigni. "Les sciences sociales et humaines en Afrique et la décolonisation des savoirs." Revista de Antropologia da UFSCar 13, no. 2 (November 25, 2022): 124–35. http://dx.doi.org/10.52426/rau.v13i2.390.
Bogaert, Brenda. "De la pertinence des théories non idéales pour la philosophie de terrain." A contrario 35, no. 2 (December 12, 2023): 31–43. http://dx.doi.org/10.3917/aco.232.0031.
Дисертації з теми "Pratique épistémique":
He, Jipeng. "A Process Theory of Wisdom." Electronic Thesis or Diss., Lyon, École normale supérieure, 2024. http://www.theses.fr/2024ENSL0003.
This dissertation seeks to offer an account of wisdom, drawing particularly on contemporary Anglophone epistemological literature. Given wisdom’s complexity, the aim is not to cover every aspect but rather to highlight one interesting phenomenon: the epistemic normativity of the wisdom concept. Specifically, it delves into the expectation that “wise/wisdom” will consistently pick out the same feature across different contexts, such as in the contrasting examples of a hermit’s reclusive wisdom versus a social leader’s worldly wisdom. This particularly prompts epistemological discussions, as the focus is on how the wisdom concept “ought to” be recognized and applied, especially in epistemic activities such as understanding and evaluating one’s achievement of wisdom, which is also significantly influenced by the agent’s epistemic state. The exploration of a plausible interpretation of wisdom, considering its epistemic normativity, commences with an examination of epistemic relativism, which purportedly addresses the underlying concern of reconciling conflicting wisdom concepts. The examination reveals an implicit, second-order inclination beneath the tangible first-order epistemological debates, favoring theories that help preserve successful epistemic practice. This inclination hints at setting aside incompatible theories like epistemic relativism and viewing epistemic linguistic practice as a facilitator within our broader epistemic process. This process understanding implies both a proposal to theorize epistemic notions based on mainstream epistemic discourse, and a defense against criticisms of the proposal’s reliance on past experience. experience. In this light, the dissertation develops a process theory of wisdom based on a refined understanding of the received pursuit of truth in epistemology, positioning wisdom as the ultimate goal of epistemic process. It advocates interpreting the use of “wise/wisdom” as primarily denoting ideal epistemic outcomes from first-person perspectives. With supplementary specification, this approach effectively addresses the issue of conflicting wisdom conceptions and other prominent considerations about wisdom
Bootz, Jean-Philippe. "Prospective appliquée : création de connaissances et apprentissage organisationnel : construction d'un modèle explicatif fondé sur une approche cognitive." Paris, CNAM, 2003. http://www.theses.fr/2003CNAM0552.
This exploratory work focuses on the analyse of cognitive dimensions of “prospective stratégique” learning through the construction of a typology. This reinterpretation of the foresight practices in the light of the organizational learning theories constitutes on the one hand, a grid of reading making it possible for practionneers to conceive and lead processes adapted to the various organizations needs by taking into account their implicit cognitive dimensions. It allows in addition, to stress that beyond its traditional role of decision’s help, “prospective” is also able to be regarded as a knowledge management and change drive tool
Blaser, Christiane. "Fonction épistémique de l'écrit : pratiques et conceptions d'enseignants de sciences et d'histoire du secondaire." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24480/24480_1.pdf.
Arjaliès, Diane-Laure. "Les mécanismes du changement institutionnel - Le cas de l'Investissement Socialement Responsable." Phd thesis, Paris 10, 2010. http://tel.archives-ouvertes.fr/tel-00497342.
Varenne, Franck. "Le destin des formalismes : à propos de la forme des plantes - Pratiques et épistémologies des modèles face à l'ordinateur." Phd thesis, Université Lumière - Lyon II, 2004. http://tel.archives-ouvertes.fr/tel-00008810.
Messina, Virginie. "Une approche didactique de la danse et de la création chorégraphique : de l’action conjointe chorégraphe/danseurs, à l’action conjointe professeur/élèves à l’école élémentaire." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20061.
The research focuses on three case studies to characterize how knowledge of dance and choreographic creation is mobilized in different institutions: work sessions between a choreographer and dancers in a context of creation, interventions by a choreographic artist in schools, and school dance practice conducted by an elementary schoolteacher. Our approach is based on a didactic anthropology, based on the Joint Action Theory in Didactics (JATD), which leads us to analyse the transactions of the different actors we observe (choreographers, dancers, teachers, students) in order to understand through the construction of choreographic works, the life of the knowledge that shapes them. It results in characterizing creation as a process of inquiry, from which implies that choreographers and dancers get involved into an inventive milieu. The different case studies we put into perspective lead us to reconsider the conditions and issues of dance teaching and learning in schools, and to argue for a closer relatioship between professional choreographic practices and school practices. In particular, the question of students' experience in creative processes in the school context is questioned here on the basis of an analysis of the actual activity of artists in creative situations. The research raises questions about how artistic practices can be practiced within the school institution. The didactic approach chosen allows us to reconsider the teacher-student relationship in the light of the specificities inherent in these practices
"Fonction épistémique de l'écrit : pratiques et conceptions d'enseignants de sciences et d'histoire du secondaire." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24480/24480_1.pdf.
Rouane, Khalid. "Théorie et pratique de la construction humaine supervisée du sens." Thèse, 2004. http://hdl.handle.net/1866/14565.
Частини книг з теми "Pratique épistémique":
Birla, Ritu. "Gayatri Chakravorty Spivak." In Gayatri Chakravorty Spivak, 103–17. Hermann, 2023. http://dx.doi.org/10.3917/herm.renau.2023.02.0103.
Тези доповідей конференцій з теми "Pratique épistémique":
Lelevé, Loïse. "Faut-il croire les faussaires ? Pour une réflexion sur les valeurs éthiques et épistémiques de pratiques de lecture et d’écriture fiduciaires." In Fiducia (I). Crédibilité, confiance, crédit dans les récits de soi. Fabula, 2024. http://dx.doi.org/10.58282/colloques.12319.