Recherche et formation, n°86/2017

Artistic and cultural education is generally studied from the perspective of its effects on students. The authors of this paper explore its effects on teachers. F. Carraud questions the links between the aesthetic experience experienced by a collective of college teachers and the ordinary nature of their activity and their relationships with students. L. Espinassy analyzes the effects of an experimental initial training device confronting two spheres of activity, teaching and dance. Understanding the specificity of artists' practices, confronted with teaching practices in an educational environment, is the subject of M.-P. Chopin and L. Saladin, while that of C. Hall and P. Thomson analyzes the possible transfer of these artistic practices to those of teachers. Based on a review of the research literature, Mr. Lemonchois describes the impacts of artists' interventions on teachers, and the requirement of their training in partnership. In "Words of Formation", A. Kerlan and M. Lemonchois question the notions of "aesthetic experience" and "cultural experience", and try to show how these two notions can contribute to rethinking the place of the experience in the trade and teacher training. The "Interview" section, finally, offers a meeting with Joëlle Zask, philosopher, John Dewey specialist, whose research is at the crossroads of politics, art and education.