References of "Wustefeld, Sophie"
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See detailLa question de l’éducation : aiguillon des philosophies politiques. Castoriadis/Rancière.
Wustefeld, Sophie ULiege

in MethIS: Méthodes et Interdisciplinarité en Sciences Humaines (in press)

La démocratie reste un thème chéri par la philosophie politique contemporaine, pour l’écart entre ses théories et ses pratiques, pour la distance critique que ses théories offrent vis-à-vis des régimes ... [more ▼]

La démocratie reste un thème chéri par la philosophie politique contemporaine, pour l’écart entre ses théories et ses pratiques, pour la distance critique que ses théories offrent vis-à-vis des régimes démocratiques et de leur évolution, mais aussi parce qu’elle est un objet perpétuel de dissensus entre philosophes, au sujet duquel toute prétention à la véridiction est suspendue à sa réalisation pratique. À ce titre, la transmission de la volonté démocratique est un topos houleux de la philosophie politique contemporaine. Cette question catalyse les concepts pivots des philosophies politiques, la leur poser permet de mieux saisir les enjeux rivaux derrière une terminologie commune à plusieurs auteurs. C’est dans cette démarche que je vous propose d’examiner en miroir les philosophies de Cornélius Castoriadis et de Jacques Rancière. De plus en plus nombreux, des commentateurs rapprochent leurs pensées , qui peuvent s’appuyer sur plusieurs points communs : un attachement au concept de démocratie brandit contre les régimes parlementaires, une opposition contemporaine (quoique depuis des héritages différents) aux thèses défendues par Althusser, et une proximité de sources d’inspirations : la philosophie, le marxisme, et la psychanalyse. Partant de la manière dont cette proximité s’exprime dans la disjonction que chacun opère entre démocratie et science, je tenterai de discerner comment les inflexions qu’ils impriment aux concepts de volonté et d’égalité sous la guise des enjeux de la transmission dessinent des horizons politiques distincts, et dénotent des compréhensions antithétiques – mais indécidables dans la théorie – de ce que peut être la démocratie. [less ▲]

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See detailInstitutional pedagogy for an autonomous society: Castoriadis & Lapassade
Wustefeld, Sophie ULiege

in Educational Philosophy and Theory (2018), 50(10), 936-946

This article explores how George Lapassade’s institutional pedagogy meets the definition of ‘praxis’ formulated by Cornelius Castoriadis, as the activity creating reflective and deliberative subjects ... [more ▼]

This article explores how George Lapassade’s institutional pedagogy meets the definition of ‘praxis’ formulated by Cornelius Castoriadis, as the activity creating reflective and deliberative subjects. Lapassade applies Castoriadis’s criticism of bureaucracy to transform the teacher-learners’ relationship and emphasises how self-governance group dynamics among learners facilitates learning in general and access to critical thinking in particular. Castoriadis’s concept of democracy as individual and collective autonomy demands an interpretation of equality as a dynamic process instead of as a state of social relations, both in politics and in classrooms. His understanding of politics as a matter of opinions rather than applied knowledge necessitates a questioning of how the relationship between politics and knowledge is presented in classrooms. The argument articulates two main themes: (1) authority and power both between adults and children and within class groups, and (2) the relationship between knowledge and politics, problematised by Castoriadis’s concept of truth. [less ▲]

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See detailIl faut éduquer les enfants
Janvier, Antoine ULiege; Audidière, Sophie; Bruschi, Fabio et al

Conference (2018, May 30)

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See detailAffects and politics in classroom: A group-based approach to education
Wustefeld, Sophie ULiege; Janvier, Antoine ULiege

in Policy Futures in Education (2017), 15(7-8), 900-914

Group dynamics in the classroom are a fundamental aspect of learning which, it is argued here, has not received sufficient academic interest. Increasingly, however, research on critical and alternative ... [more ▼]

Group dynamics in the classroom are a fundamental aspect of learning which, it is argued here, has not received sufficient academic interest. Increasingly, however, research on critical and alternative pedagogy is concerned with exploring the benefits of collaborative learning. This paper recalls the insights of two streams of French institutional pedagogy from the 1960s: the clinical and political dimensions of learning, and the benefits of group-based approaches in education. These pedagogies, based on structural analysis of relationships in the classroom, explore first how teachers’ and learners’ hierarchical relationships to knowledge impede exchange and communication in traditional pedagogies; and, second, how the teacher’s traditional stance in the classroom tends to reinforce psychological stress in learners by placing the teacher as a new parental figure. Both pedagogies introduce mediations or techniques inspired by Freinet, such as the learners’ council, which disrupt hierarchies in the classroom. These mediations enable learners to overcome their mental and affective blocks and become active agents of their individual and collective learning processes. [less ▲]

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See detailEditorial
Borotto, Jessica ULiege; Petteni, Oriane ULiege; Wustefeld, Sophie ULiege et al

in Cahiers du GRM (2016), 10

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See detailInstitutional Pedagogies on the Edge between Politics and Therapy
Wustefeld, Sophie ULiege; Janvier, Antoine ULiege

Conference (2016, June 16)

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See detailÉthique et politique : Castoriadis entre Habermas et Foucault
Wustefeld, Sophie ULiege

Conference (2015, April)

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See detailÉducation, capitalisme, démocratie : l'équation impossible?
Wustefeld, Sophie ULiege

in Cervera-Marzal, Manuel; Fabri, Eric (Eds.) Autonomie ou barbarie. La démocratie radicale de Cornelius Castoriadis et ses défis contemporains (2015)

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See detailReprésentations, affects, intentions : néolibéralisme et subjectivation
Wustefeld, Sophie ULiege

Conference (2014, November)

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See detailCitizenship Education and Social Reproduction: a Case Study in Belgium
Wustefeld, Sophie ULiege

Conference (2014, November)

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See detailCapitalisme et éducation : la montée de l’insignifiance ?
Wustefeld, Sophie ULiege

Conference (2014, April)

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