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Conférence publique du Prof. Stephen Billett, Griffith University, AustraliaLe lundi 19 mars 2012, de 10h à 12h, à l'invitation du laboratoire RIFTLieu : Uni-Mail, salle MS130There is a need for a science of learning through practice. Current conceptions, norms and practices associated with learning are overly premised on and shaped by precepts of educational institutes, their provisions and discourses. Yet, these precepts are in many ways shaped by the needs of a hybrid setting, which unlike any other setting, have as their sole purpose as the promotion of learning. Yet, learning co-occurs with practice in all settings, not just in these institutions. Therefore, to elaborate what constitutes the processes and outcomes of learning in the circumstances of practice, how it might be improved and to overcome the societal privileging of education institutions and practices in any ‘era of schooling’, there is a need for a science of learning in the circumstances of practice. Such a science will likely have dimensions of purposes, practice based curriculum and pedagogy and epistemological actions of learners. Drawing upon historic accounts from Europe, Imperial China, Hellenic Greece and more recent accounts that lead up to the industrialisation and the formation of modern states, and those from anthropology that identify the development and learning of culturally important capacities through engagement in practice, some premises for the ways in which learning through practice has occurred before and outside of the ‘era of schooling’ are advanced. Then, and drawing upon more contemporary accounts from psychology and cognitive science, some sketching of the architecture for how individuals’ learning has and is being organised in practice settings, the ways in which those experiences are being enrich and the substantive premises for claims about the potency of learning through practice settings (i.e. authentic experiences). Together, these contributions are then used to set the stage for the development of a science of learning through the circumstances of practice. In concluding, the key elements of what might constitute such a science of learning: curriculum and pedagogic practices, learners’ personal epistemologies as well as a range of cultural, societal and situational factors are then elaborated.Télécharger l'affiche : Conf_SBillett_19_03_12_Affiche&#160;