Abstracts
Résumé
Les étudiants d’aujourd’hui devront, demain, affronter les défis socio-environnementaux de ce début de siècle. Pour les préparer à devenir des acteurs des transitions soutenables, les projets tutorés qui leur sont confiés présentent de nombreux atouts, mais leur intérêt peut être renforcé. Cet article questionne la manière dont la pensée complexe d’Edgar Morin et sa transdisciplinarité intrinsèque peuvent enrichir la pratique des projets tutorés dans l’enseignement supérieur. Quatre projets encadrés ces dernières années sont réexaminés à la lumière de la littérature sur l’éducation à la soutenabilité, l’interdisciplinarité et la pensée complexe. À l’issue de ce travail, nous présentons une proposition théorique et quatre propositions pratiques visant à mieux former les futurs acteurs des transitions soutenables.
Mots-clés :
- Transition soutenable,
- projet tutoré,
- interdisciplinarité,
- pensée complexe,
- pédagogie,
- économie circulaire
Abstract
Tomorrow, today’s students will have to face the socio-environmental challenges of this new century. To prepare them to become actors of sustainability transitions, the graduation projects assigned to them have numerous benefits, but their interest can be further enhanced. This article examines how Edgar Morin’s complex thinking and its intrinsic transdisciplinarity can enrich the practice of graduation projects in higher education. Four graduation projects from recent years are re-examined in light of the literature on education for sustainability, interdisciplinarity and complex thinking. As a result of this work, we present a theoretical proposal and four practical proposals aimed at better training future actors of sustainability transitions.
Keywords:
- Sustainability transition,
- graduation project,
- interdisciplinarity,
- complex thinking,
- pedagogy,
- circular economy
Resumen
Los estudiantes de hoy tendrán que enfrentarse a los retos socioambientales de principios de este siglo. Con el fin de prepararlos para convertirse en actores de transiciones sostenibles, los proyectos tutelados cuentan con muchas bazas, pero su interés puede verse reforzado. Este artículo examina cómo el pensamiento complejo de Edgar Morin y su intrínseca transdisciplinariedad pueden enriquecer la práctica de los proyectos tutelados en la enseñanza superior. Se reexaminan cuatro proyectos en los últimos años a la luz de la bibliografía sobre la educación para la sostenibilidad, la interdisciplinariedad y el pensamiento complejo. Al final de este trabajo, se presenta una propuesta teórica y cuatro propuestas prácticas destinadas a formar mejor a los futuros actores de las transiciones sostenibles.
Palabras clave:
- Transición sostenible,
- proyecto tutelado,
- interdisciplinariedad,
- pensamiento complejo,
- pedagogía,
- economía circular
Appendices
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