L’épistémologie est aujourd’hui considérée comme une dimension essentielle de l’enseignement des sciences, en particulier si l’on désire que celui-ci ne se résume pas à une sèche énumération de " faits " mais participe d’une réelle alphabétisation scientifique. Malheureusement, les enseignants ont rarement été invités au cours de leurs études à réfléchir de manière explicite sur les fondements épistémologiques sous-jacents à la construction des savoirs au sein de leur discipline, même s’ils sont de formation universitaire et qu’ils ont eux-mêmes réalisé un travail de recherche. Cet ouvrage se veut donc une initiation et n’a pas la prétention de se substituer aux traités spécialisés en épistémologie. Il s’inscrit résolument dans une optique pédagogique et fait largement appel à l’exemple : il s’agit d’un ouvrage écrit par des enseignants pour des enseignants. Les formateurs d’enseignants en particulier y trouveront - ce qui constitue l’originalité de l’ouvrage - des exercices à proposer aux futurs enseignants, dans le but que ces derniers soient davantage sensibilisés à introduire cette dimension essentielle dans tous les aspects de leurs enseignements. Il suggère en effet de nombreuses pistes pour une transposition didactique des concepts épistémologiques dans les pratiques de classe et s’adresse aussi bien aux professeurs de sciences naturelles que de sciences humaines, afin de montrer que si la démarche scientifique peut prendre de multiples facettes, elle est la préoccupation de tous les chercheurs et traverse toutes les disciplines.

This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.

Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs. This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance – of moral signi?cance – is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners. The question at the centre of this inquiry is: “If we take phronesis seriously as an organising framework for professional knowledge, what are the implications for professional education and practice?” A multiplicity of understandings emerge as to what is meant by phronesis and how it might be reinterpreted, understood, applied, and extended in a world radically different to that of the progenitor of the term, Aristotle. For those concerned with professional life this is a conversation not to be missed.

This book offers an authoritative study of election observation in Africa and its relation with democratization processes. Election observation is a hotly debated issue in contemporary international relations and in political science. It is seen by donor- countries and the international community as a means to enhance democratization, but has been controversial with regard to the `mandates' of the observers, the cases of its misappropriation by authoritarian governments and its masking of other donor-country interests. The book addresses fundamental issues of elections and democrat-ization in Africa, evaluation policies and implementation, as well as the historical backgrounds. A range of case studies leads to new interpretations, which challenge previous empiricist accounts of election observation in Africa. Greater attention to historical and cultural context is required than has been present in previous, somewhat prescriptive accounts. An interdisciplinary approach gives fair coverage of the historical, political and cultural issues involved in elections and election observation in Africa. Key examples of the interface between election observation and democratization processes in various important countries in Africa are presented, linking an analysis of policies and practice. The book contributes to topical debates on the dilemmas and challenges of 'good governance' and on the varieties of democracy as a global phenomenon.

Play is one of humanity's straightforward yet deceitful ideas: though the notion is unanimously agreed upon to be universal, used for man and animal alike, nothing defines what all its manifestations share, from childish playtime to on stage drama, from sporting events to market speculation. Within the author's anthropological field of work (Mongolia and Siberia), playing holds a core position: national holidays are called "Games," echoing in that way the circus games in Ancient Rome and today's Olympics. These games convey ethical values and local identity. Roberte Hamayon bases her analysis of the playing spectrum on their scrutiny. Starting from fighting and dancing, encompassing learning, interaction, emotion and strategy, this study heads towards luck and belief as well as the ambiguity of the relation to fiction and reality. It closes by indicating two features of play: its margin and its metaphorical structure. Ultimately revealing its consistency and coherence, the author displays play as a modality of action of its own. "Playing is no 'doing' in the ordinary sense" once wrote Johan Huizinga. Isn't playing doing something else, elswhere and otherwise ?