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…mehr
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 partyHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Marie-Louise Martinez is Professor Emeritus at the University of Rouen, France. Her research focuses on issues of violence and the emergence of the student as a subject, a person, a citizen and an eco-citizen. Christine Poplimont is Professor at Aix Marseille University, France, and a specialist in training engineering. Her work focuses on changes in behavior, social representations, knowledge acquisition and the development of skills.
Inhaltsangabe
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
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
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