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La saisie émotive du kairos avec des enfants : entre acte philosophique et geste didactique
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In: ISSN: 2065-9407 ; Studia UBB ; https://hal.archives-ouvertes.fr/hal-03583592 ; Studia UBB, Cluj, 2021, 66, pp.103-134 (2021)
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« POUR REFLECHIR FAUT BOUGER SES MAINS » COMMENT LES GESTES METAPHORIQUES PARTICIPENT À LA CONSTRUCTION COLLECTIVE D'ANALOGIES COGNITIVES EN COMMUNAUTE DE RECHERCHE PHILOSOPHIQUE ?
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In: Philosopher avec les enfants 2020 ; https://hal.archives-ouvertes.fr/hal-03583635 ; A. Fournel, J.-P. Simon, S. Lagrange-Lanaspre, J.-M. Colletta (Coord.). Philosopher avec les enfants 2020, Presses universitaires Blaise-Pascal, pp.461-484, 2020 (2020)
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The Multimodal Mediation of Knowledge. Lessons from Explanatory Practices in a Cafe Scientifique ; La médiation multimodale du savoir. Leçons tirées de pratiques explicatives en café scientifique
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In: ISSN: 1956-3485 ; EISSN: 2111-4838 ; Éducation & Didactique ; https://hal.archives-ouvertes.fr/hal-03583600 ; Éducation & Didactique, Presses Universitaires de Rennes, 2020, pp.9-29. ⟨10.4000/educationdidactique.5292⟩ (2020)
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Le Débat fertile ; : Explorer une controverse dans l'émotion.
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In: https://hal.archives-ouvertes.fr/hal-03583583 ; UGA Éditions, 2020, ⟨10.4000/books.ugaeditions.14779⟩ (2020)
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The Multimodal Mediation of Knowledge: instructors' explanations in a scientific café
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In: ISSN: 2230-6587 ; Multimodal Communication ; https://hal.archives-ouvertes.fr/hal-03520314 ; Multimodal Communication, De Gruyter Mouton, 2019, 8 (2), ⟨10.1515/mc-2018-0009⟩ (2019)
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Gestures' Contribution to Collective Metaphorical Thinking in a Community of Philosophical Inquiry (CPI)
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In: ISSN: 2065-9407 ; Studia UBB ; https://hal.archives-ouvertes.fr/hal-03583638 ; Studia UBB, Cluj, 2019, 3 (64), pp.41-64 (2019)
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La BD : un support 'facilitant' en classe de SES?
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In: Tréma ; https://hal.univ-grenoble-alpes.fr/hal-01981559 ; Tréma, 2019 (2019)
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Quand l'accès au débat est déjà un combat. Répartition genrée du style rhétorique bas dans les débats à visée éducative.
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In: Revue GEF (Genre, Education, Formation) ; https://hal.archives-ouvertes.fr/hal-03583621 ; Revue GEF (Genre, Education, Formation), 2019 (2019)
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METAPHORES BIMODALES ET RAISONNEMENT COLLECTIF ; METAPHORES BIMODALES ET RAISONNEMENT COLLECTIF: ATOUTS D’UNE METHODOLOGIE INCLUANT LE LOGICIEL DE TRANSCRIPTION ET D’ANNOTATION MULTIMODALES ELAN®
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In: CEDIL18 : Qu'a changé le numérique ? Perspectives linguistiques et didactiques ; https://hal.univ-grenoble-alpes.fr/hal-02021661 ; CEDIL18 : Qu'a changé le numérique ? Perspectives linguistiques et didactiques, May 2018, Grenoble, France (2018)
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| 11 |
Emotional Positioning as a Cognitive Resource for Arguing: Lessons from the Study of Mexican Students Debating about Drinking Water Management
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In: ISSN: 1878-9722 ; Pragmatics and Society ; https://halshs.archives-ouvertes.fr/halshs-01580439 ; Pragmatics and Society, John Benjamins Pub., Amsterdam, 2017, 8 (2), pp.323-354. ⟨10.1075/ps.8.3.01pol⟩ ; http://www.jbe-platform.com/content/journals/18789722 (2017)
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Abstract:
International audience ; This paper consists of a detailed analysis of how the participants in a debate build their emotional position during the interaction and how such a position is strongly related to the conclusion they defend. In this case study, teenage Mexican students, arguing about access to drinking water, display extensive discursive work on the emotional tonality given to the issue. Plantin's (2011) methodological tools are adopted to follow two alternative emotional framings produced by disagreeing students, starting from a common, highly negative, thymic tonality. Through the analysis of four parameters (distance to the problem ; causality/agentivity; possibility of control and conformity to the norms) we describe how the emotional dimension of schematization (Grize 1997) is argumentatively relevant. In authentic discourse, it is impossible to separate emotion from reason. The conclusion section discusses the implications for the design of argumentation-based pedagogical activities.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; arguing; argumentation; debate; drinking water management; emotional framing; group cognition; norms; pragmatics; schematization; socio-scientific issues; students; studying; values
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URL: https://halshs.archives-ouvertes.fr/halshs-01580439
https://halshs.archives-ouvertes.fr/halshs-01580439/file/POL_Revised2_072016-HAL.pdf
https://halshs.archives-ouvertes.fr/halshs-01580439/document
https://doi.org/10.1075/ps.8.3.01pol
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| 12 |
Group Emotions in Collective Reasoning: a Model
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In: ISSN: 0920-427X ; EISSN: 1572-8374 ; Argumentation ; https://halshs.archives-ouvertes.fr/halshs-01381013 ; Argumentation, Springer Verlag, 2017, 31 (2), pp.301-329. ⟨10.1007/s10503-016-9407-5⟩ (2017)
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Ressources multimodales utilisées par des apprentis-animateurs en café scientifique.
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In: "Multimodalité et interaction didactique en classe de langue" ; https://hal.archives-ouvertes.fr/hal-01413099 ; "Multimodalité et interaction didactique en classe de langue", Laboratoire PLIDAM (INALCO), Nov 2016, Paris, France (2016)
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| 14 |
Words to Reason and Argue about Drinking Water Management: Comparing Debates from Mexican, US and French Schools.
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In: Argumentation and Reasoned Action: Proceedings of the 1st European Conference on Argumentation ; 1st European Conference on Argumentation ; https://halshs.archives-ouvertes.fr/halshs-01871646 ; D. Mohammed & M. Lewínski (Coord.). Argumentation and Reasoned Action: Proceedings of the 1st European Conference on Argumentation, 2, College Publications, pp.821-838, 2016 (2016)
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| 15 |
Savoirs mobilisés par les élèves dans des cafés science : grille de caractérisation issue d’une étude internationale
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In: ISSN: 2110-6460 ; EISSN: 2271-5649 ; RDST - Recherches en didactique des sciences et des technologies ; https://halshs.archives-ouvertes.fr/halshs-01503177 ; RDST - Recherches en didactique des sciences et des technologies , ENS Éditions, 2016, 13, pp.193-220 ; https://rdst.revues.org/1359 (2016)
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| 16 |
Instructional Use of Multimodal Resources in Explanations During a Scientific Café
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In: Conférence de la Société Internationale pour l'Etude des Gestes (ISGS) ; https://halshs.archives-ouvertes.fr/halshs-01381019 ; Conférence de la Société Internationale pour l'Etude des Gestes (ISGS), Jul 2016, Paris, France (2016)
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Group Emotions: The Social and Cognitive Functions of Emotions
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In: International Journal of Computer-Supported Collaborative Learning (ijCSCL) ; https://halshs.archives-ouvertes.fr/halshs-01381014 ; International Journal of Computer-Supported Collaborative Learning (ijCSCL), 2016, 11 (2), pp.123-156 ; http://link.springer.com/article/10.1007/s11412-016-9232-8?view=classic (2016)
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| 18 |
Pieces of Knowledge: Multimodal Emergence and Trajectory in Socio-Scientific Educational Debates
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In: 6ème Conférence de l'Association Française de Linguistique Cognitive ; https://halshs.archives-ouvertes.fr/halshs-01382548 ; 6ème Conférence de l'Association Française de Linguistique Cognitive, May 2015, Grenoble, France (2015)
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| 19 |
Hybridization of knowledge sets in middle-school students peer-group discourse during a scientific café on drinking water
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In: Chemical Congress of Pacific Basin Societies (Pacifichem) ; https://halshs.archives-ouvertes.fr/halshs-01312730 ; Chemical Congress of Pacific Basin Societies (Pacifichem), Dec 2015, Honolulu, Hawaii, United States (2015)
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Comparing Words to Debate about Drinking Water: Textometrics for Argumentation Studies
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In: 1st European Conference on Argumentation Argumentation and Reasoned Action ; https://halshs.archives-ouvertes.fr/halshs-01335866 ; 1st European Conference on Argumentation Argumentation and Reasoned Action, 2015, Lisbon, Portugal. pp.821-838 (2015)
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