Buch, Englisch, 208 Seiten
Buch, Englisch, 208 Seiten
ISBN: 978-1-78630-672-2
Verlag: Wiley
The role of the third party is often played by a material or psychic object or by a living being, then called the ?subject?. The third party enables relationships, especially in education. According to Michel Vial, "the third object is a medium that sends the subject back to themself and allows them to work on their change, to regulate themself, to evaluate themself". If the object can exercise the role of the third party in interpersonal or intrapersonal relations, it is always the subject and the subject's relationship with another human being, or with the group, that benefits or suffers from it. Paradoxically, it may well be that the condition of possibility enabling the process of personification is the third party, the ?non-person?, as Benveniste claimed.
This book is intended for relationship professionals, educators, parents, teachers, facilitators and trainers, as well as caregivers and therapists, in order to help them understand the issue of the third party
Autoren/Hrsg.
Weitere Infos & Material
Introduction xi
Marie-Louise MARTINEZ
Part 1. The Object as a Third Party in Education and in Training 1
Chapter 1. The Object as a Third Party in Social Mediation Relationships - Study of a School Facility: The Table in Role-play 3
Jean-Louis BOUTTE and Sophie PINAZO
1.1 Introduction 3
1.1.1 The place of the third party 4
1.1.2 The third object 5
1.1.3 A systemic approach 5
1.1.4 Our hypothesis 6
1.2 Research method 7
1.2.1 The situations observed 7
1.2.2 Our methodological facility 8
1.3 Results 9
1.3.1 An evolutionary trend 9
1.3.2 A contrasting situation 10
1.4 Discussion 11
1.5 Conclusion 12
1.6 References 12
Chapter 2 The Text's Others, the Otherness Text: The Text as a Third Object in Training 15
Muriel BRIANÇON
2.1 Introduction 15
2.1.1 The text's others 15
2.1.2 Textual otherness, mediation and the third party 16
2.1.3 The problem of fullness and emptiness 17
2.2 Theoretical framework 17
2.2.1 From cognitive mediation to semiotic mediation 17
2.2.2 Semiotic thirdness 18
2.2.3 The mediation of interpretation 19
2.2.4 The third party and otherness 20
2.3 Data collection and processing 22
2.4 Findings 23
2.4.1 One observation: the multiplicity of interpretations 23
2.4.2 The indicators of thirdness 23
2.4.3 In search of the lost third party 24
2.4.4 For what effects? 27
2.5 Conclusion 29
2.6 Annex: "All the knowledge in the world" 30
2.7 References 31
Chapter 3 The "Third Object" Tool in a Professional Counseling Situation 33
Valérie GUILLEMOT and Christine POPLIMONT
3.1 Introduction 33
3.2 Positioning 34
3.3 The investigation phase, the data: Jules and self-drawing 35
3.4 Case analysis 36
3.4.1 The case of Jules: the object as a trigger for a passage to get out of repetition 36
3.4.2 The case of Julia: the object as a trick to hide the lack of problematization 38
3.4.3 The case of Karine: the object as permission to explore the possibilities resulting from problematization 39
3.4.4 The relationship with tools, at the crossing of two empirical approaches 41
3.5 The results 42
3.6 Conclusion: training the counselor to question themself about professional genre 43
3.7 References 44
Chapter 4 The Portfolio as a Third Object in Didactic and Self-study Systems 47
Caroline LADAGE
4.1 Introduction 47
4.2 Being trained at the heart of professional practices 48
4.2.1 Learning at work 48
4.2.2 Narrative in training: what mediating effects can be observed? 50
4.2.3 A training mechanism as a third object 53
4.3. An approach inspired by the Anthropological Theory of the Didactic 55
4.3.1 The notion of praxeology as a key point 55
4.3.2 The work of didactic analysis and of praxeological analysis 56
4.3.3 The choice of the portfolio as a learning mechanism 57
4.4 The research medium 59
4.4.1 Analysis of the results 59
4.4.2 The discourse concerning the portfolio exercise 60
4.4.3 Discussion 61
4.5 Conclusion 62
4.6 References 63
Chapter 5 Self-assessment in Road Safety Training Programs: The Role of Attributional Style Questionnaires as Third Objects 65
Christine POPLIMONT and Guylaine MOLINA
5.1 Self-assessment in road safety education 66
5.1.1 The pedagogy of experiencing 66
5.1.2 Educational practices and reflexivity 68
5.1.3 The norm of internality 69
5.2 Methodology 70
5.2.1 Questionnaire 70
5.2.2 Assessment guidelines 71
5.2.3 Experimental design, participants and predictions 71
5.3 Results 72
5.4 Conclusion 73
5.5 Appendix 74
5.6 References 76
Part 2. The Subject as a Third Party in Education and in Training 79
Chapter 6 Towards the Deployment of a Pedagogical Action in Dialogue as a Mediating Instance in the Teaching-Learning Environment 81
Pierre USCLAT
6.1 Introduction 81
6.2 The ergological approach to the activity and the key role of the mediating instance 82
6.3 Teacher and student activities: towards an ambivalent mediating instance 88
6.4 The four phases of care as the frame for a mediating instance in the teaching-learning situation 92
6.5 Conclusion 97
6.6 References 97
Chapter 7 Reciprocity and Reversibility of the Personal Third Party: Learning Through a Game of Postures 99
Emmanuel NAL
7.1 From the mediating being to the personal third party, a dialectic of being and doing 100
7.1.1 The third party, an irreversible fraction? 100
7.1.2 The personal third party, an embodiment of the third being 101
7.2 The reciprocity of the personal third party and its educational perspectives 103
7.2.1 Reciprocity and its implications 103
7.2.2 Reciprocity in Lupasco's perspective on antagonism 104
7.2.3 Placing this conception of reciprocity into an educational perspective 106
7.3 Learning to become a third party in the experience of circularity: the reversibility of the third in the case of the reader-author-text triad 108
7.3.1 Reversibility: definition and clarification of the concept of third-party reversibility 108
7.3.2 The reversibility of authorship in relation to the text: interpreting and translating 109
7.4 Conclusion 112
7.5 References 112
Chapter 8 Reversing the Scapegoat Process by Integrating the Previously Excluded Third Party in Education 115
Marie-Louise MARTINEZ and Tommy TERRAZ
8.1 Introduction 115
8.2 Anthropological insights on the scapegoat 117
8.3 Some current scapegoat figures 121
8.4 The reversal of the scapegoat towards the integration of the previously excluded third 123
8.5 Axiological and praxeological avenues for an educational ethics 126
8.6 Conclusion 128
8.7 References 129
Chapter 9 The Third Landscape as an Educational Third Place and a Third Time, Between the City and Nature 133
Gilles DELESQUE
9.1 Introduction 133
9.2 The third landscape 134
9.3 Third-party pedagogy 136
9.4 Third citizenship 142
9.5 Conclusion 146
9.6 References 147
Chapter 10 General Information on the Need for the Symbolic Third Party in the Masonic Institution's Educational Process via the Myth, the Rite and Otherness 149
Stéphane BLANCHARDi
10.1 The symbolic third and metacognition 151
10.2 From the symbolic third to "mediating" 154
10.3 Symbolic third party and mediality 155
10.4 Conclusion 158
10.5 References 159
Conclusion 161
Marie-Louise MARTINEZ
List of Authors 175
Index 177
