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Mercator et Christophe Colomb

Abstract : Put Mercator and Christopher Columbus together. Under this somewhat mysterious title, I would like to propose a reflection on the more or less effective relations between labs and classes, between those, researchers, who develop knowledge, such as cartographers on space and time, and those who, with or without maps, must make the journey, from space like Christopher Columbus, or from time like the teacher over the school year. "The map is not the territory" (Braudel and Hartog 2017) but it is still very practical so as not to get lost. In the laboratory experiment, the researcher shows that in a C context using the tool is more effective than not using the tool. If I train teachers: With all those who will be in a context close to C the tool will work. For others, the weight of the rest of the world (a very different context) will cushion or even reverse the effects of the tool. We find the classic problem of transferability: Sweller-Tricot versus Hofstader (A. and S. Tricot John 2013; D. Hofstader 2013). Another word of the analogy is, perhaps, homeomorphism: a continuous parallel deformation of the tool, keeping the same level of efficiency, and of the context. The intermediate variable of this double evolution is undoubtedly time. And the momentary provider of time is perhaps the smuggler: in this case, in Fontenilles, JR! In the article I tried to make a significant storytelling of the action-research conducted at the college of Fontenilles. This storytelling aims to show how simple forms of support, in terms of time management, organization, writing assistance can facilitate the processes of adaptation and transfer of tools initially developed in different contexts simply by facilitating the team's collective reflection, mainly by managing the time of thought. Between saying and doing, between theory and practice, the function of the passer is not metric but topological. In other words, "simply" take/give time to ensure that the progress of professors in the shadow of scholarly knowledge is made without a sudden break, without a solution of continuity, in a functioning closer to the recognition of forms than to the quantifiable proportionality of effects and causes. It is not a question of speaking out (evidence-based?) but of allowing the debate and bringing to life the shared, and therefore active, problem. The analysis grid is only there to help build locally relevant solutions. Translated with
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Contributor : jean rafenomanjato Connect in order to contact the contributor
Submitted on : Thursday, November 8, 2018 - 11:45:42 AM
Last modification on : Wednesday, September 28, 2022 - 4:20:11 PM


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  • HAL Id : hal-01916131, version 1



Jean Rafenomanjato. Mercator et Christophe Colomb. 2018. ⟨hal-01916131⟩



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