{"id":1375,"date":"2017-09-15T11:19:25","date_gmt":"2017-09-15T09:19:25","guid":{"rendered":"http:\/\/urbanistes.be\/cub\/?p=1375"},"modified":"2017-09-15T11:19:25","modified_gmt":"2017-09-15T09:19:25","slug":"rappel-pour-sinscrire-apprendre-au-21eme-siecle-citoyennete-complexite-prospective","status":"publish","type":"post","link":"https:\/\/urbanistes.be\/cub\/rappel-pour-sinscrire-apprendre-au-21eme-siecle-citoyennete-complexite-prospective\/","title":{"rendered":"Rappel pour s’inscrire. Apprendre au 21\u00e8me si\u00e8cle : citoyennet\u00e9, complexit\u00e9, prospective"},"content":{"rendered":"\n\n\n
\n
Apprendre au XXI\u00e8me si\u00e8cle : citoyennet\u00e9, complexit\u00e9 et prospective\u00a0<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
La prospective, mode de pens\u00e9e de l’action collective, s’efforce de r\u00e9pondre \u00e0 la n\u00e9cessit\u00e9 de conjuguer les temps (pass\u00e9, pr\u00e9sent, futur) et d’offrir une repr\u00e9sentation coh\u00e9rente de l’avenir. Elle s’affirme comme un instrument d’intelligence collective qui peut nous permettre de construire des projets soutenables. S’adapter au changement, le provoquer, apporter des r\u00e9ponses aux questions en devenir, formuler de nouveaux enjeux de long terme, exp\u00e9rimenter des strat\u00e9gies et solutions concr\u00e8tes, constitue des n\u00e9cessit\u00e9s partag\u00e9es par tous les acteurs et les organisations de la soci\u00e9t\u00e9. Attitude pr\u00e9active et proactive d\u00e9finie par Gaston Berger, la prospective ne pr\u00e9tend pas s’instituer en discipline, mais appelle \u00e0 d\u00e9cloisonner les r\u00e9flexions selon des principes de transversalit\u00e9 et de diversit\u00e9. Bien que d’abord con\u00e7ue \u00e0 l’attention des d\u00e9cideurs, on peut consid\u00e9rer que la formation \u00e0\/par la prospective int\u00e9resse tout op\u00e9rateur de la soci\u00e9t\u00e9 qui entend participer \u00e0 la construction des trajectoires d’avenir, quelque soient ses propres champs de comp\u00e9tences et d’action.<\/span><\/div>\n

\nAcquis \u00e0 cette id\u00e9e et engag\u00e9 dans une r\u00e9flexion sur les nouvelles perspectives de d\u00e9veloppement de la prospective en Wallonie et en Europe, l’Institut Destr\u00e9e a lanc\u00e9, fin 2016, un nouveau projet de recherche. Men\u00e9 avec l’appui du minist\u00e8re de la Recherche et de l’Enseignement sup\u00e9rieur, ce chantier porte sur la question de l’acculturation \u00e0 la prospective, depuis l’enseignement fondamental jusqu’\u00e0 l’Universit\u00e9 et les Hautes \u00c9coles. Le projet Wallonia Young Foresight Research (WaYFoR) a pour but principal d’aboutir \u00e0 l’\u00e9laboration d’une strat\u00e9gie de sensibilisation et de formation des \u00e9l\u00e8ves et des \u00e9tudiant(e)s \u00e0 la prospective et, au-del\u00e0, \u00e0 la pens\u00e9e complexe et interdisciplinaire.<\/span><\/div>\n

\nPourquoi former \u00e0 la prospective ? Qui former ? Dans quelle mesure la prospective peut contribuer \u00e0 construire des trajectoires et parcours individuels et collectifs ? Comment former concr\u00e8tement \u00e0 la prospective et \u00e0 l’anticipation ? Quels types de p\u00e9dagogie s’appliquent c\u00e0 ette formation ? Le s\u00e9minaire WaYFoR entend ouvrir un espace de dialogue pour les acteurs de la formation \u00e0\/par la prospective.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
1. La fabrique de la citoyennet\u00e9<\/span><\/b><\/span><\/div>\n

\nLa d\u00e9marche prospective contribue \u00e0 la compr\u00e9hension du projet de vivre ensemble et des normes qui organisent la soci\u00e9t\u00e9, ainsi qu’au positionnement et \u00e0 la capacit\u00e9 d’action des parties prenantes de la gouvernance collective locale, r\u00e9gionale, nationale \/ f\u00e9d\u00e9rale et europ\u00e9enne. La formation d’une attitude prospective chez les \u00e9l\u00e8ves et les \u00e9tudiants leur donne des appuis pour adopter ou renforcer des connaissances et des capacit\u00e9s pour devenir une citoyenne ou un citoyen conscient de sa trajectoire, prenant la mesure de ses territoires et champs d’action, participant \u00e0 l’histoire collective contemporaine et capable de les faire \u00e9voluer par le d\u00e9bat et la controverse. Former \u00e0 la prospective, c’est s’impliquer dans la fabrique de la citoyennet\u00e9.<\/span><\/div>\n
\u00a0<\/span><\/div>\n

\n<\/span>2.\u00a0Le nouveau dialogue des connaissances pour l’action<\/span><\/b><\/span><\/div>\n
\u00a0<\/span>
\nPar son positionnement au carrefour des connaissances, sa volont\u00e9 trans \/ pluri \/ inter disciplinaire, son int\u00e9r\u00eat pour l’analyse des syst\u00e8mes complexes, son attention pour le long terme, la prospective appara\u00eet \u00e0 la fois comme une p\u00e9dagogie innovante et une \u00e9ducation permanente : elle requiert l’intelligence collective et est r\u00e9solument tourn\u00e9e vers l’action. En donnant, par la prospective, la priorit\u00e9 \u00e0 l’activit\u00e9 pens\u00e9e, anticip\u00e9e, construite, donc strat\u00e9gique, l’\u00e9l\u00e8ve ou l’\u00e9tudiant entre en rapport avec les autres et prend une part active dans un collectif reconnaissant la n\u00e9cessit\u00e9 de relier les connaissances et peut prendre une part active dans un d\u00e9veloppement plus harmonieux parce que plus responsable et plus\u00a0 \u00e9thique.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\n
Learning in the 21st century: Citizenship, Complexity and Foresight<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Foresight, a way of thinking about collective action, endeavours to address the need to connect time (past, present and future) and offer a coherent vision of the future. It expresses itself as an instrument of collective intelligence that can help us develop sustainable projects. Adapting to change, bringing about change, providing answers to future questions, articulating new, long-term challenges and experimenting with strategies and concrete solutions are needs shared by all stakeholders and organisations in society. Foresight, a preactive and proactive approach defined by Gaston Berger, does not purport to establish itself as a discipline, but calls for discussions to be streamlined and integrated according to principles of transversality and diversity. Although originally conceived for decision-makers, it could be argued that training in\/by foresight is of interest to any operator in society who intends to participate in the development of future paths, whatever their own field of expertise or activity.<\/span><\/div>\n

\nPersuaded by this notion and having embarked on a review of the new opportunities for foresight development in Wallonia and in Europe, The Destree Institute launched a new research project at the end of 2016. Undertaken with the backing of the Ministry for Research and Higher Education, this work focuses on the issue of foresight acculturation, from basic education through to university and other tertiary-level education. The main aim of the Wallonia Young Foresight Research (WaYFoR) project is to develop a strategy to raise awareness of foresight among pupils and students and to train them in foresight and also in complex and interdisciplinary thought.<\/span><\/div>\n

\nWhy is foresight training needed? Who will be trained? To what extent can foresight contribute to developing individual and collective orientations and paths? What specific training can be given in foresight and anticipation? What types of teaching are applicable to this training? The WaYFoR seminar intends to create a space for dialogue for those involved in training in\/by foresight.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/b><\/span><\/div>\n
1. The fabric of citizenship<\/span><\/b><\/span><\/div>\n

\nThe foresight approach contributes to the understanding of the living together project and the rules by which society is organised, and to the positioning and the capacity for action of the stakeholders in collective governance at the local, regional, national\/federal and European levels. Training pupils and students to adopt a foresight attitude helps them to embrace or boost their knowledge and abilities in order to become citizens who are conscious of the path they are following, assessing their areas and fields of activity, participating in contemporary collective history and capable of evolving those attributes through discussion and debate. Training in foresight means being involved in the fabric of citizenship.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n

\n<\/span>2. The new knowledge dialogue for action<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Through its position at the crossroads of knowledge, its trans-\/multi-\/interdisciplinary intent, its value in analysing complex systems and its long-term focus, foresight appears to be both an innovative teaching approach and an ongoing educational process: it requires collective intelligence and is decidedly action-oriented. By giving priority, through foresight, to well-planned, anticipated, developed and therefore strategic activity, the pupil or student enters into a relationship with others and plays an active role in a group that recognises the need to connect knowledge, and may become actively engaged in more harmonious development since he or she is more responsible and more ethical.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
=><\/b><\/span>\u00a0<\/b><\/span>The programme in English: pdf file<\/b><\/span><\/span><\/a><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/top.gif\"<\/a><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
<\/a>Programme de la journ\u00e9e d’\u00e9tude du 22 septembre 2017\u00a0<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
8h30<\/span><\/div>\n<\/td>\n
\n
Accueil et enregistrement<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
9h00<\/span><\/div>\n<\/td>\n
\n
Philippe Destatte<\/b><\/span><\/div>\n
Directeur g\u00e9n\u00e9ral de l’Institut Destr\u00e9e, Ma\u00eetre de conf\u00e9rences \u00e0 l’Universit\u00e9 de Mons :<\/span><\/div>\n
La prospective en Wallonie #nextgen – Foresight Wallonia #nextgen<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
9h20<\/span><\/div>\n<\/td>\n
\n
Jean-Claude Marcourt<\/b><\/span><\/div>\n
Ministre de l’Enseignement sup\u00e9rieur, de la Recherche et des M\u00e9dias de la F\u00e9d\u00e9ration Wallonie-Bruxelles<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
9h40<\/span><\/div>\n<\/td>\n
\n
Keynote :<\/span><\/div>\n
Mika Aaltonen<\/b><\/span><\/div>\n
Docteur en Economie, doyen du Management Institute of Finland – MBA Programme, Turku School of Economics, directeur de Recherche FCG<\/span><\/div>\n
Learning in the 21st Century<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
10h30<\/span><\/div>\n<\/td>\n
\n
\u00a0Pause caf\u00e9<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
11h00 –<\/span><\/div>\n
13h00<\/span><\/div>\n<\/td>\n
\n
Premi\u00e8re table ronde :<\/span><\/div>\n
La fabrique de la citoyennet\u00e9<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0\u00a0<\/span><\/div>\n<\/td>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Expos\u00e9 introductif de<\/span><\/div>\n
Chlo\u00eb Vidal<\/b><\/span><\/div>\n
Directrice de Recherche \u00e0 l’Institut Destr\u00e9e<\/span><\/div>\n
La fabrique de la citoyennet\u00e9, rapport de recherche<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span>\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Table ronde anim\u00e9e par<\/span><\/div>\n
Micha\u00ebl Van Cutsem<\/b><\/span><\/div>\n
Directeur de Recherche \u00e0 l’Institut Destr\u00e9e,\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
avec :\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
Erica Bol<\/b><\/span><\/div>\n
Designer, pr\u00e9sidente de Stichting Teach the Future Europa (NL)<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Cyrille Larat<\/b><\/span><\/div>\n
Inspecteur de l\u2019\u00c9ducation Nationale Lettres Histoire et G\u00e9ographie – Acad\u00e9mie de Lille<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Gordon Ollivere<\/b><\/span><\/div>\n
MBE Founder and former CEO de RTC North Sunderland, initiateur de Young Foresight UK<\/span><\/div>\n

\n<\/span>Engelbert Petre<\/b><\/span><\/div>\n
Directeur de la Maison de la Culture d’Ath, initiateur des\u00a0<\/span>Chroniques de 2047\u00a0<\/i><\/span>ainsi que de\u00a0<\/span>\u00a02007-2027, Demain commence aujourd’hui<\/i><\/span>, …<\/span><\/div>\n

\n<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Enseignement de la table ronde\u00a0<\/span>La prospective comme fabrique de la citoyennet\u00e9<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Christian de Visscher<\/b><\/span><\/div>\n
Professeur ordinaire de Sciences politiques \u00e0 l’Universit\u00e9 catholique de Louvain, et\u00a0\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Patrice Duran<\/b><\/span><\/div>\n
Sociologue, professeur \u00e0 l’ENS de Paris-Saclay, pr\u00e9sident du CNIS<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
13h00<\/span><\/div>\n<\/td>\n
\n
Walking lunch<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
14h00\u00a0–<\/span><\/div>\n
16h00<\/span><\/div>\n<\/td>\n
\n
Seconde table ronde:<\/span><\/div>\n
Le nouveau dialogue des connaissances pour l’action<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span>\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Expos\u00e9 introductif de<\/span><\/div>\n
Fabien<\/b><\/span>\u00a0<\/span>Moustard<\/b><\/span><\/div>\n
Chercheur \u00e0 l’Institut Destr\u00e9e<\/span><\/div>\n
Le nouveau dialogue des connaissances, rapport de recherche<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span>\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Table ronde anim\u00e9e par<\/span><\/div>\n
Philippe<\/b><\/span>\u00a0<\/span>Destatte<\/b><\/span><\/div>\n
Directeur g\u00e9n\u00e9ral de l’Institut Destr\u00e9e,<\/span><\/div>\n
\u00a0<\/span><\/div>\n
avec :\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
Jelel<\/b><\/span>\u00a0<\/span>Ezzine<\/b><\/span><\/div>\n
Titulaire de la Chaire Unesco de Politique des Sciences, Technologie et Innovation \u00e0 l’Ecole nationale d’Ing\u00e9nieurs de Tunis (ENIT), Universit\u00e9 de Tunis El-Manar (UTM)<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Nadine Gouz\u00e9e<\/b><\/span><\/div>\n
Membre honoraire du Bureau f\u00e9d\u00e9ral du Plan, Membre du Club de Rome (Chapitre EU), pr\u00e9sidente du Comit\u00e9 d’Experts SULITEST \u00e0 la Fondation pour les G\u00e9n\u00e9rations futures<\/span><\/div>\n

\n<\/span>Fabiana<\/b><\/span>\u00a0<\/span>Scapolo<\/b><\/span><\/div>\n
Cheffe adjointe du Centre commun de recherche de la Commission europ\u00e9enne\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Philippe<\/b><\/span>\u00a0<\/span>Toint<\/b><\/span><\/div>\n
Professeur \u00e0 l’UNAMUR, ancien vice-recteur pour la Recherche et la Politique institutionnelle en Informatique et T\u00e9l\u00e9communications, membre fondateur du Namur Centre for Complex Systems<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\u00a0<\/span><\/div>\n<\/td>\n
\n
\u00a0<\/span>\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
Enseignement de la table ronde\u00a0<\/span>Le nouveau dialogue des connaissances pour l’action<\/i><\/b><\/span>\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Giuseppe<\/b><\/span>\u00a0<\/span>Pagano<\/b><\/span><\/div>\n
Vice-recteur au D\u00e9veloppement institutionnel et r\u00e9gional de l’Universit\u00e9 de Mons, professeur de Finances publiques et Fiscalit\u00e9,\u00a0et<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Didier<\/b><\/span>\u00a0<\/span>Vrancken<\/b><\/span><\/div>\n
Vice-recteur \u00e0 la Citoyennet\u00e9, aux Relations institutionnelles et internationales de l’Universit\u00e9 de Li\u00e8ge, professeur de Sociologie<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
16h00<\/span><\/div>\n<\/td>\n
\n
Philippe<\/b><\/span>\u00a0<\/span>Suinen<\/b><\/span><\/div>\n
Pr\u00e9sident de la CCI de Wallonie et pr\u00e9sident de l’Institut Destr\u00e9e<\/span>
\n<\/span>Capitalisation des travaux de la journ\u00e9e : l’anticipation au service des mutations r\u00e9gionales<\/i><\/b><\/span>\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"\u00a0<\/span><\/div>\n<\/td>\n
\n
16h30<\/span><\/div>\n<\/td>\n
\n
Karl-Heinz<\/b><\/span>\u00a0<\/span>Lambertz<\/b><\/span><\/div>\n
Pr\u00e9sident du Comit\u00e9 europ\u00e9en des R\u00e9gions<\/span>
\n<\/span>Conclusion : Apprendre au XXI\u00e8me si\u00e8cle : citoyennet\u00e9, complexit\u00e9 et prospective<\/i><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/idi_sphere_b_o_10px.jpg\"<\/div>\n<\/td>\n
\n
17h00<\/span><\/div>\n<\/td>\n
\n
\u00a0 Cocktail de cl\u00f4ture<\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/top.gif\"<\/a>\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Inscription en ligne avant le 20 septembre 2017 :<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
=><\/span>\u00a0<\/span>Wallonia Young Foresight Research : Apprendre au XXI\u00e8me si\u00e8cle : citoyennet\u00e9, complexit\u00e9 et prospective<\/span><\/span><\/a><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Adresse du jour :<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Conseil \u00e9conomique et social de Wallonie<\/span>
\n13c, rue du Vertbois,<\/span>
\n4000 Li\u00e8ge<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Pour toute information compl\u00e9mentaire, veuillez contacter :<\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Institut Destr\u00e9e :<\/span><\/div>\n
\u00a0<\/span><\/div>\n
9, avenue Louis Huart,<\/span>
\n5000 Namur<\/span><\/div>\n
\u00a0<\/span><\/div>\n
destatte.philippe [at] institut-destree.eu\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Description de l’illustration<\/span><\/b><\/span><\/div>\n
\u00a0<\/span><\/div>\n
Arbre tropical, le banian de l’Inde (qui appartient \u00e0 la famille des Morac\u00e9es, du genre ficus) a inspir\u00e9 l’illustration de ce feuillet. Sa sp\u00e9cificit\u00e9 : outre son exceptionnelle long\u00e9vit\u00e9 (jusqu’\u00e0 1500 ans), il a pour caract\u00e9ristique essentielle de pouvoir avoir plus de 500 troncs, couvrant ainsi des centaines de m\u00e8tres carr\u00e9s – les Sud-Am\u00e9ricains le surnomment \u00e0 ce titre l’\u00ab arbre qui marche \u00bb. Il constitue un symbole fort chez les hindouistes et les bouddhistes qui font de lui un arbre sacr\u00e9, appelant \u00e0 la m\u00e9ditation existentielle. Edgar Morin, penseur de la complexit\u00e9, l’a ainsi utilis\u00e9 pour illustrer, en couverture de son ouvrage\u00a0<\/span>L’aventure de La M\u00e9thode<\/i><\/span>\u00a0(Paris, Seuil, 2015), la force cr\u00e9atrice de la vie : les branches du banian, retombant \u00e0 terre, s’implantant dans le sol pour se transformer en racines, offre un bel exemple de la complexit\u00e9 de la vie o\u00f9 le produit est n\u00e9cessaire pour produire ce qui le produit. Il rappelle que chacun est tout \u00e0 la fois autonome et interd\u00e9pendant. Or, voil\u00e0 qui est aussi au principe de la r\u00e9flexion prospective, qui consiste \u00e0 apprendre \u00e0 voir le sens en formation et travailler ensemble \u00e0 le reconstruire : \u00e0 travers le processus m\u00eame de construction d’un projet collectif, se joue \u00e9galement un processus de subjectivation ; chaque participant \u00e0 la r\u00e9flexion prospective se d\u00e9veloppe comme sujet autonome et politique (engag\u00e9 dans la vie de la cit\u00e9).<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Toute d\u00e9marche prospective repose sur la reconnaissance de nos interd\u00e9pendances comme de l’autonomie (et de la singularit\u00e9) de chacun, et sur l’imagination comme puissance cr\u00e9atrice de projet collectif. Les arbres de banian sont ainsi repr\u00e9sent\u00e9s sur le feuillet de mani\u00e8re relativement abstraite, s’\u00e9cartant d’une illustration naturaliste pour mieux souligner la f\u00e9condit\u00e9 du symbole cr\u00e9ateur pour notre r\u00e9flexion sur l’apprentissage de\/par la prospective. Leurs racines comme leurs troncs fusionnent et donnent naissance \u00e0 des feuilles lumineuses, germes de changement, signaux faibles de transformation, manifestant leur vitalit\u00e9. Leur \u00e9clat fait r\u00e9f\u00e9rence \u00e0 l’enthousiasme que Gaston Berger reconnaissait comme une des vertus n\u00e9cessaires au d\u00e9veloppement d’un esprit collectif. Les nuances de bleu qui apportent leur mat\u00e9rialit\u00e9 aux troncs et racines, font, elles aussi, \u00e9cho \u00e0 la vie, \u00e0 la d\u00e9couverte ext\u00e9rieure comme int\u00e9rieure (introspection personnelle), au calme (autre vertu indispensable \u00e0 la r\u00e9flexion prospective). Bleu de l’horizon (ciel, mer) partag\u00e9, du projet collectif qui requiert de \u00ab voir loin, voir large, analyser en profondeur, prendre des risques et penser \u00e0 l’homme \u00bb.<\/span><\/div>\n
Chlo\u00eb Vidal.<\/span><\/div>\n
\u00a0<\/span><\/div>\n
\"http:\/\/www.institut-destree.org\/images\/contenu\/Layout\/top.gif\"<\/a><\/div>\n
\u00a0<\/span><\/div>\n
\u00a0<\/span><\/div>\n
Lien direct :\u00a0<\/span>www.institut-destree.org\/Wallonia_Young_Foresight_Research<\/span><\/span><\/a><\/div>\n","protected":false},"excerpt":{"rendered":"
Apprendre au XXI\u00e8me si\u00e8cle : citoyennet\u00e9, complexit\u00e9 et prospective\u00a0 \u00a0 La prospective, mode de pens\u00e9e de l’action collective, s’efforce de r\u00e9pondre \u00e0 la n\u00e9cessit\u00e9 de conjuguer les temps (pass\u00e9, pr\u00e9sent,…<\/div>\n","protected":false},"author":1,"featured_media":1376,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"views":2614,"_links":{"self":[{"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/posts\/1375"}],"collection":[{"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/comments?post=1375"}],"version-history":[{"count":1,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/posts\/1375\/revisions"}],"predecessor-version":[{"id":1377,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/posts\/1375\/revisions\/1377"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/media\/1376"}],"wp:attachment":[{"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/media?parent=1375"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/categories?post=1375"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/urbanistes.be\/cub\/wp-json\/wp\/v2\/tags?post=1375"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}