Intervenir autrement dans les milieux éducatifs : repenser les assises épistémologiques du développement de l'enfant
Bibliographic record
Abstract
During the 1920s-30s, Lev. S. Vygotskij (1896-1934) is interested by the semiotic mediations of mental life in order to study the development of the psychic, emotional and physical functions of the child. Straddling pedology and defectology, passionate about art, philosophy and literature, he judiciously separates mental age from school age, but also clinical knowledge from educational realities. Still topical, although still under construction during his lifetime, the vygotskian educational project insists on the dialectical character of development. If the organicist current can claim that the "little man always learns better the facts that he discovers rather than the principles that are imposed on him" (Piaget, 1997), it is quite different for those who advocate the vygotskian cultural-historical approach. In this article, we show that interventions and learning vary historically according to epistemological orientations, contexts, but also the methods recommended to regularize and to "perform" in historically constructed frameworks (signifiers). At school and in families, it is impossible to escape the obligation to favor experiences based on cultural mediations, both linguistic and historical. Like Vygotskij, we believe that the “significant actors” must privilege the pedagogical diagnosis with the help of skillfully orchestrated interventions around the near development zone (ZDP).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.019 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".