Workplace spirituality deals with paradoxes. This concept has been taken on board since the late 1980s, but very few human resource managers have realised that workplace spirituality could make an essential contribution to a better understanding of workplace and corporate reality. Increasing numbers of academic papers are being published on this subject but mere remain many grey areas for researchers. The aim of this paper is to use Simone Weil’s philosophy as a reading grid to get an insight into workplace (...) spirituality as a new paradigm of management. Initial studies attempting to apply Weil’s philosophy to management highlight the necessity for all the actors within the organisation to define their job tasks and contents according to their own way of thinking. Our interpretation of Weil’s philosophy also sheds light on the impossibility of dissociating thinking and acting and reminds us that work is done to nourish both the body and the soul. By concentrating on the spirituality of work, we can establish new links between ethics and human resource management. (shrink)

Résumé. : La réflexivité constitue une thématique à la mode, qui traduit à sa façon une évolution importante dans la façon de penser les pratiques sociales. Mais pour cette même raison, sa conception est encore instable, et les sens et usages dont elle est l’objet sont pour le moins multiples. Pour effectuer un travail de conception sur la notion de réflexivité, il faut d’abord montrer en quoi elle est objet d’une inflation normative la posant comme catégorie logique si attendue qu’une (...) critique en est presque pas pensable. Or, cette aura très (trop) positive doit être dispersée pour qu’un travail théorique rigoureux puisse émerger. Le présent article propose de contribuer à une théorie de la réflexivité en décrivant l’aire de dispersion des usages de cette notion, distribués sur cinq plans logiques. Abstract: Reflectivity is a popular theme that in its own manner reflects an important evolution in the way social practices are thought about. For this very reason, however, its conception is still unstable and it has multiple senses and usages, to say the least. Undertaking conceptual work on the notion of reflectivity first requires that one show how it has undergone the normative inflation that has established it as such an expected logical category that critiquing it almost seems unthinkable. This very (overly) positive aura must be dissipated so that rigorous theoretical work can emerge. The present article proposes to contribute to a theory of reflectivity by describing the area of dispersion of the notion’s use, distributed across five logical levels. (shrink)

L’article porte sur la construction en cours dans le champ de l’intervention sociale d’un nouvel espace épistémique, curriculaire et institutionnel (conjoint universités-écoles sociales). Il cherche à qualifier les marqueurs de cette « forme universitaire de professionnalisation » qui se construit entre prescription ministérielle et pratiques des acteurs. Il présente des ingénieries de professionnalisation au travail qui se réfèrent à des figures de professionnalité faisant débat.

In this contribution we are building on a long-term work conducted within the framework of an intervention-research with Guillemette, a young professor of history- geography working in a “difficult” college. At the time of our first meeting she suffers from not being able to build professional stability needed to consolidate its activity and organizing working conditions and student learning. We show how it is appropriate dialogic device mobilized during the intervention research to make its business development tool. Causing it to (...) revive classroom situations already experienced and increasing social contact with herself, he helped revive the many debates which its activity is the seat and opened the possibility for her to “do something thing “of his concerns, recycling in” occupations “based on compromise renewed and more effective in their dual objective and subjective dimension. The confrontation of the “case Guillemette” in other cases products at other interventions-research, and its subsequent alterations resulting horizontal reconfigurations within this collection of cases, allow us to consider it as a clinical prototype on based on which we sketch the outline of a model of the organizers of career paths through which develops the teaching activity in the nascent state. (shrink)

It has become customary since Foucault to present Canguilhem as a man whose work is voluntarily restricted to a particular domain of the history of science. Yet the current edition of his Complete Works reveals that Canguilhem has never considered himself a true historian of science. If he traced “the history of the formation, deformation and rectification of scientific concepts”, it is above all to nurture his profession of professor of philosophy with “unknown material”. On the assumption that Canguilhem subordinates (...) the history of science to teaching, this article will try to make a further step and show that its inter-regional approach of knowledge can serve as a paradigm in educational sciences, when the knowledge to be transmitted is a-disciplinary and has a strong normative dimension. (shrink)

This article focuses on participatory research to understand, support and promote the implementation of skills assessment in Cycle 3 within a strengthened priority education network. The research falls within the theoretical and methodological framework of ergonomic analysis of teachers’ activities in their workplace and is enriched by a didactic analysis aimed at identifying the knowledge in circulation related to the tools implemented in skills assessment. Analysis of the results shows that the evaluation systems and their use(s) are characterized by the (...) massive recourse to external resources, the time-consuming construction of new tools, and the enhancement of behavioural and cross-curricular skills to the detriment of disciplinary knowledge. The difficulty of establishing continuity in the students’ pathways due to different professional cultures and sometimes dissonant prescriptions between network primary and middle schools is obvious. The discussion questions the conditions of implementation of prescriptions relating to skills assessment and the articulation of ergonomic and didactic approaches within participatory research. (shrink)