This Unit is nearly complete.
Only Module 9 is still under construction and there are some minor things to be settled in videos of some modules.
Credits : All modules are presented by Marianna Bosch ( Universita Ramon Lull - Barcelona), except Module 0 by Jean-Luc Dorier (University of Geneva). All videos are produced by Aitor Ruiz Santiago (Tecnocampus Mataró, Universitat Pompeu Fabra, Barcelona), except video of module 0 produced by Alexandre Bourquin (University of Geneva).
Welcome to the Anthropological Theory of the Didactic! This module presents some of its main methodological principles, following the introduction of the book including works from several researchers in France, Spain, Denmark, Japan, Belgium, Portugal and Mexico, edited by Marianna Bosch, Yves Chevallard, Francisco Javier Garcia and John Monhagan, published by Routledge in 2020 under the title Working with the anthropological theory of the didactic. A comprehensive casebook.
The theory of the didactic transposition, proposed by Yves Chevallard in the 1980s, corresponds to the first developments of the ATD. The focus is on the knowledge to be taught, a new entity that is usually taken for granted in educational research, and its relations with the scholarly knowledge and the knowledge actually taught. You will see in this module the kind of object of study defined by the ATD, which can initially appear as unconventional to the newcomer. The example of proportionality illustrates the type of analyses proposed.
The notion of praxeology is one of the key notions of the ATD. It provides a neutral and flexible tool to describe any kind of knowledge and also any kind of human activity. It overcomes the classical dichotomies of procedural and conceptual knowledge, of theory and practice, of thinking and doing. Praxeological analysis helps develop the example of proportionality introduced in Module 2.
This module develops the praxeology analysis previously introduced on the case of proportionality already used in the previous modules. Praxeologies of different “sizes” (pinpoint, local, regional and global) help consider this school mathematical content from a broad perspective and elaborate a research reference model about proportionality. The didactic transposition phenomena affecting the teaching and learning of proportionality can then be related to different mathematical domains, like the old theory of “ratios and proportions”, algebra, functions and, especially, the neglection of quantities and units in school mathematical work.
The ATD is one of the first frameworks to develop an ecological approach in didactics. The main question is to study what makes a certain teaching and learning process possible, what conditions promote the existence of certain school activities and what constraints, on the contrary, hinder their implementation. Before trying to change our educational reality, it is critical to better know the conditions and constraints that can explain the current state of things. This requires researchers to adopt a broad perspective about the didactic activities they want to describe and analyse, in order to go beyond the level of the mathematical activities or contents at stake.
In the ATD, didactic systems model the relationship between a student or a group of students, a teacher or a group of teachers and a didactic stake to study, which can be a piece of knowledge or a question. There are different ways to analyse a didactic system, depending if the focus is put on the didactic stake, on the evolution of the didactic system or on its ecology. This module considers the case where the didactic stake is a piece of knowledge modelled in terms of praxeologies, within the pedagogical paradigm of visiting works.
This module focuses on the case in which the didactic system is built around a question to answer instead of a piece of knowledge to learn. This change of focus requires a change of paradigm where the visit of works is embedded into the broader paradigm of questioning the world. Notions like the Herbartian schema and the study and research paths are used to analyse inquiry processes, their components and dynamics.
This module develops the analysis in terms of inquiry process to approach the critical issue of the conditions needed for the paradigm of questioning the world to prevail in our educational systems.