Essec\Faculty\Model\Contribution {#2216
  #_index: "academ_contributions"
  #_id: "7510"
  #_source: array:26 [
    "id" => "7510"
    "slug" => "transaction-and-transformation-a-pragmatist-perspective-on-learning"
    "yearMonth" => "2013-04"
    "year" => "2013"
    "title" => "Transaction and Transformation: A Pragmatist Perspective on Learning"
    "description" => "LORINO, P. (2013). Transaction and Transformation: A Pragmatist Perspective on Learning. Dans: OLKC 2013."
    "authors" => array:1 [
      0 => array:3 [
        "name" => "LORINO Philippe"
        "bid" => "B00000330"
        "slug" => "lorino-philippe"
      ]
    ]
    "ouvrage" => "OLKC 2013"
    "keywords" => []
    "updatedAt" => "2021-04-19 17:57:25"
    "publicationUrl" => null
    "publicationInfo" => array:3 [
      "pages" => null
      "volume" => null
      "number" => null
    ]
    "type" => array:2 [
      "fr" => "Communications dans une conférence"
      "en" => "Presentations at an Academic or Professional conference"
    ]
    "support_type" => array:2 [
      "fr" => null
      "en" => null
    ]
    "countries" => array:2 [
      "fr" => null
      "en" => null
    ]
    "abstract" => array:2 [
      "fr" => "This article proposes a theoretical approach informed by the pragmatist analysis of social action and learning, more precisely the concepts of habit and inquiry and Dewey and Bentley's concept of trans-action. Knowledge is viewed as a set of emergent patterns of action, always in the making, and learning as one specific aspect of the process of acting and meaning-making. This perspective is used to overcome such dichotomies as stability/change, Self/others, structure/process. Meaning schemes involved in the transactional process, carried by human minds or material artefacts, have different levels of inertia. The resulting de-synchronization between meaning-making processes triggers inquiries to restore habits and meanings. Under certain conditions, inquiries may prove infelicitous and lead to crises. Three mini-cases are presented to illustrate the proposed framework."
      "en" => "This article proposes a theoretical approach informed by the pragmatist analysis of social action and learning, more precisely the concepts of habit and inquiry and Dewey and Bentley's concept of trans-action. Knowledge is viewed as a set of emergent patterns of action, always in the making, and learning as one specific aspect of the process of acting and meaning-making. This perspective is used to overcome such dichotomies as stability/change, Self/others, structure/process. Meaning schemes involved in the transactional process, carried by human minds or material artefacts, have different levels of inertia. The resulting de-synchronization between meaning-making processes triggers inquiries to restore habits and meanings. Under certain conditions, inquiries may prove infelicitous and lead to crises. Three mini-cases are presented to illustrate the proposed framework."
    ]
    "authors_fields" => array:2 [
      "fr" => "Autre discipline"
      "en" => "Other Discipline"
    ]
    "indexedAt" => "2024-11-24T12:21:42.000Z"
    "docTitle" => "Transaction and Transformation: A Pragmatist Perspective on Learning"
    "docSurtitle" => "Presentations at an Academic or Professional conference"
    "authorNames" => "<a href="/cv/lorino-philippe">LORINO Philippe</a>"
    "docDescription" => "<span class="document-property-authors">LORINO Philippe</span><br><span class="document-property-authors_fields">Other Discipline</span> | <span class="document-property-year">2013</span>"
    "keywordList" => ""
    "docPreview" => "<b>Transaction and Transformation: A Pragmatist Perspective on Learning</b><br><span>2013-04 | Presentations at an Academic or Professional conference </span>"
    "docType" => "research"
    "publicationLink" => "<a href="#" target="_blank">Transaction and Transformation: A Pragmatist Perspective on Learning</a>"
  ]
  +lang: "en"
  +"_type": "_doc"
  +"_score": 8.953466
  +"parent": null
}