Quel est le contenant des savoirs ? Réflexions d’après les modes d’apprentissage javanais

Grave, Jean-Marc de

doi:10.4000/moussons.2843

Cited by 1 publication

(2 citation statements)

References 27 publications

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“…I have evoked at the beginning of the text the different contexts of learning on which I worked -governed by this relational and conceptual mode (de Grave, 2001Grave, , 2007Grave, , 2009Grave, , 2011Grave, , 2013Grave, , 2014aGrave, , 2014bGrave, 2007Grave, , 2012 -to retain within the framework of this essay ritual initiation groups and highschools. As I have shown in a synthetic way, the comparative approach of different case studies has revealed conceptual and practical shifts in these two types of activities.…”

Section: Effective Sharing Of Knowledge: Neither Theory Nor Practicementioning

confidence: 99%

“…As I have shown in a synthetic way, the comparative approach of different case studies has revealed conceptual and practical shifts in these two types of activities. Thus, dealing with ritual initiation, I have shown in great detail (de Grave, 2001Grave, , 2014bGrave, 2007) how the students, to whom a whole cosmology and the ancestral cults are transmitted by a Javanese master, his assistants and their community of belonging, developed a relation to others, to space and to time. I have comparatively described this relationship in retrospect (Grave, 2012) as "integrated" insofar as it implies a consensus between concerned members.…”

Section: Effective Sharing Of Knowledge: Neither Theory Nor Practicementioning

confidence: 99%

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Learning content versus social environment. A comparative analysis from traditional initiation and modern high-schooling in Java (Indonesia)

Grave

Fauziah

2019

j. pendidik. pemberdaya. masy.

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The circulation of contents depends on the marked separation of social domains and sub-domains: they are transformed from one domain to another (from the scientific milieu to the media or the school environment, for example). A competition of domains is thus developed, which aims to enhance the radiance of contents reflecting knowledge some of which dominate, others not, others are ignored or unrecognised and still others disappear. Finally, the description of Indonesian high schools presents modes of transmission that do not overvalue the learning content to the detriment of relationship established between the different members of some of these high schools. The two first high schools I have described (SMA3 and de Britto), present in their internal operating mode of transmission the same configuration as the nyantri system found in traditional kanuragan insofar as it shows how it is very difficult, if not impossible, to separate a so-called learning content from a learning community and a social environment. From these two examples we can understand that socialising ability is all the same educable and transmissible in a high formal context, and that the positive integration of the relation to time, space and others clearly adds that of the relation to knowledge.

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Section: Effective Sharing Of Knowledge: Neither Theory Nor Practicementioning

confidence: 99%

Section: Effective Sharing Of Knowledge: Neither Theory Nor Practicementioning

confidence: 99%

Learning content versus social environment. A comparative analysis from traditional initiation and modern high-schooling in Java (Indonesia)

Grave

Fauziah

2019

j. pendidik. pemberdaya. masy.

View full text Add to dashboard Cite

show abstract

Quel est le contenant des savoirs ? Réflexions d’après les modes d’apprentissage javanais

Cited by 1 publication

References 27 publications

Learning content versus social environment. A comparative analysis from traditional initiation and modern high-schooling in Java (Indonesia)

Learning content versus social environment. A comparative analysis from traditional initiation and modern high-schooling in Java (Indonesia)

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