Reference : Oui, mais… Cadre théorique et modalités d’application d’une méthode d’étude de cas co...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/15599
Oui, mais… Cadre théorique et modalités d’application d’une méthode d’étude de cas combinant le principe de non-clôture avec l’orientation sur la solution.
French
[en] Non-closure and orientation on the solution.
Faulx, Daniel mailto [Université de Liège - ULg > Département d'éducation et formation > Apprentissage et formation continue des adultes >]
2008
Cahiers Internationaux de Psychologie Sociale
Editions de l’Université de Liège
80
73-77
Yes
International
0777-0707
Liège
Belgium
[en] Training ; Solution ; Non closure
[en] Methods commonly applied to case studies are often characterized by the search for one or more solutions viewed as « the right way » to solve the problem and supported by an in-depth analysis of the causes of the problem which they aim at solving.
By using different principles, we can stimulate modes of reasoning which do not follow these social and cognitive habits. Such an approach has several goals. One is to facilitate the search for solutions to a complex problem by stimulating creativity and communication between participants; another is to become better aware of our mode of discussion and spontaneous reasoning and to appreciate the value of using other modes.
In this report, we discuss the application of the principle of “non-closure”, i.e. to consider that it is favorable to leave certain problems completely or slightly unresolved in order to stimulate the learning dynamics. Additionally, we discuss the application of the principle of “orientation on the solution”, which is based on adopting an approach centered on the resources, the competencies and the expectation for the future, rather than a “defect-based” approach, which centers on the causes of the problems and the deficiencies of the individuals who have to face them.
Based on a case-study that took place in the framework of a training session in group facilitation, we introduce a new method, called « Yes, but… ». This method is characterized by the fact that it allows the analysis of a situation by combining both principles introduced above. We discuss the mode of application of this approach as well as its conceptual and praxeological implications.
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/15599

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