Objects to Learn about and Objects for Learning 1

Introduction to the SubjectDidactics and Socialization Processes: Walking Between Objects, Things and Worlds

Introduction

How can the learning process be accounted for by taking the measure of not only the cognitive but the affective and identity dimensions of the evolutions involved in this learning? How should the social and school trajectories be conceived of in the contemporary age? The evolution of ambitions requires an evolution of approaches which are open to the plurality of experiences and the diversity of young people’s socialization. The trajectories become more complex, multiplying the educational contexts: one method of accounting for this will consider the objects that are mobilized by this learning and that construct the contexts of socialization. The psychological life of the subjects will then be envisaged in the diversity of objects and their relationships with these objects. The individuation processes will be read in relation to the evolution of these objects, and it should be stressed, as Garcia does, that:

There are more and more things, it is increasingly difficult to understand them and to be one more of them, to add oneself to oneself at every moment, in every place, in the midst of people, of physical, natural, artifactual objects, of parts of objects, images […], words, ideas – to concede that without finding it painful. (Garcia 2011, p. 7)

Classrooms, like bedrooms, are increasingly cluttered. New information technologies are vastly increasing ...