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| Titre : |
The educational discourse: to think its metaphors |
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| Numéro : |
21 |
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| Année : |
2003 |
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| Volume : |
IX |
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| Auteur(s) : |
Daniel HAMELINE |
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| Résumé : |
Anyone who is trying to think about education must define concepts, isolate them and protect them from the contamination of trivial ideas. But this elementary rule quickly reaches its limits: educational practices depend first of all and durably on public opinion, its debates and its commonplaces. Persuading occupies more space than administering proof. Rhetoric and its figures inhabit the dialectics and lines of argument. Metaphors precede the concepts, accompany them and survive them. All that remains is to think the metaphors when it is not possible to imagine doing without them. |
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| Pages : |
111 - 122 |
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| DOI : |
https://www.cairn.info/revue-internationale-de-psychosociologie-2003-21-page-111.htm |
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| Type : |
Research paper |
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| Keywords : |
educational discourse, metaphor, rhetoric, opinion |
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| APA : |
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| Citations : |
2 |
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| CAIRN : |
https://www.cairn.info/revue-internationale-de-psychosociologie-2003-21-page-111.htm |
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