( Chiapello-2012)

4.2.2 Comment collecter le savoir professionnel ?

( Chiapello-2020)

Schön,  D.  A.  (1954). Rationality  in  the  practical  decision  process.(Harvard  University, Cambridge, MA). 

Schön, D. A. (1963). Invention and the Evolution of Ideas. London, UK: Associated Book Publishers.

Schön, D. A. (1983). The Reflective Practitioner : How Professionals Think in Action.New York: Basic Books.

Schön, D. A. (1986). Towards a new epistemology of practice: A response to the crisis of professional knowledge. Dans A. Thomas & E. Ploman (dir.), Learning and Development: a Global Perspective. Toronto, ON: The Ontario Institute for Studies in Education.

Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Schön, D. A. (1988). Toward a marriage of artistry & applied science in the architectural design studio. Journal of Architectural Education, 41(4), 4-10. 

Schön, D. A. (1990). The design process. Dans V. A. Howard (dir.), Varieties of thinking: essays from Harvard’s Philosophy of Education(p. 110-141). New York: Routledge.

Schön,  D. A.  (1992a).  Designing  as  reflective  conversation  with  the  materials  of  a  design situation. Research in Engineering Design, 3 (3), 131-147. 

Schön, D. A. (1992b). The theory of inquiry: Dewey’s legacy to education. Curriculum inquiry, 22 (2), 119-139. 

Schön, D. A. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change: The Magazine of Higher Learning, 27 (6), 27-34. 

Schön, D. A. (1996 [1983] ). Le praticien réflexif : à la recherche du savoir caché dans l’agir professionnel. Montréal: Les éditions logiques.

Schön, D. A. (2011). A la recherche d’une nouvelle épistémologie de la pratique et de ce qu’elle implique pour l’éducation des adultes. Dans J.-M. Barbier (dir.), Savoirs théoriques et savoirs d’action(p.201-222). Paris: Presses universitaires de France.

Schön, D. A. et Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. New York: Basic Books.

Schön, D. A. et Wiggins, G. (1992). Kinds of seeing in designing. Creativity and Innovation Management, 1 (2), 68-74. 

Schön revient lui aussi sur la formation des idées [...] avec les concepts de « répertoire », de « voir-comme » ( seeing-as ) et de « métaphore générative ».

( Schon-2017)

-------------------------------------------------------

Schon’s paradigm of reflective practice

-------------------------------------------------------

four activities (naming, framing, moving and reflecting) and their relations: the ‘mechanism of reflective practice’. The designers start by naming the relevant issues in the design situation, framing the problem in a certain way, making moves towards a solution, and reflecting on those moves and the current frame.

4 Activities

*** Naming**

*** Framing**

*** Moving**

*** Reflecting**

( Valkenburg-Dorst-1998)

-------------------------------------------------------

Schon’s paradigm of reflective practice

-------------------------------------------------------

[...] four activities (naming, framing, moving and reflecting) and their relations:  the ‘mechanism of reflective practice’.  The designers  start by naming the relevant issues in the design situation, framing [...] making moves towards a solution, and reflecting on those moves and the current frame.  (p.254)

4 Activities

• Naming

• Framing

• Moving

• Reflecting (replacing evaluating)