La question de l’intelligence collective à l’école : de la définition théorique aux conceptions empiriques
The recent reforms in French secondary education (collège reform in 2016 and lycée reform in 2021) steer education policy towards an educational approach increasingly centred on methodological, social and cross-curricular skills. The latter raise the question of collective intelligence at school. Th...
שמור ב:
| Auteurs principaux: | , |
|---|---|
| פורמט: | Article ou chapitre numérique |
| שפה: | Français |
| יצא לאור: |
2025
|
| נושאים: | |
| גישה מקוונת: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| סיכום: | The recent reforms in French secondary education (collège reform in 2016 and lycée reform in 2021) steer education policy towards an educational approach increasingly centred on methodological, social and cross-curricular skills. The latter raise the question of collective intelligence at school. This exploratory article provides a theoretical essay focusing on collective intelligence, put into perspective by the empirical study of representations in teaching. Based on a questionnaire and an inductive analysis, we develop a semantic map of the concept in question. The theoretical definition and empirical conceptions converge on several points. In addition, different teaching methods are linked to collective intelligence. The personnel who participated expressed the importance that should be attached to these – in particular interdisciplinary work – in the field of education. Ultimately, approaches that encourage students and/or teachers to cooperate and implement projects collaboratively can produce fertile ground for the development of collective intelligence in schools. |
|---|