This article, corresponding to a part of the restitution of a financed international research project between France, Brazil, Canada, Italy and Belgium, aims to offer a modelisation and qualitative evaluation of mediation care settings based on an original methodological tool that involves identifying the typical games at the foundations of creativity, following a multidisciplinary perspective. Therapeutic mediations are settings or devices organised around a “pliable medium”, often artistic, like painting, modeling, writing, ​and theatre, which are very widespread in institutional practices, (...) both in France and abroad. The scientific objectives of this research consist in a multi-disciplinary exploration (anthropology, criminology, neuroscience, clinical psychology) of the process of creative symbolisation understood as a process of transformation involving play. According to this orientation, play can be defined as a psychic process whereby a subjective experience can be explored with pleasure, and consequently symbolised and appropriated. Our fundamental and original hypothesis is that play is at the source of the creative process, conceived as a work of metabolisation by the psyche of playful experiences during the different stages of life. The review of the understanding of play in psychoanalysis, anthropology, criminology and neuroscience emphasises the richness of this model and the importance of reflecting on the typical games in the field of psychic care. A clinical example of treatment in a pictorial therapeutic mediation setting of a child with psychotic disorders makes it possible to identify a number of typical games as well as the modalities of interpretation of the therapists through play. These multidisciplinary studies lead to the presentation of a general table of typical games, and these first results highlight the richness of identifying typical games in clinical settings. Ultimately, the multidisciplinary approach shows the interest of the model of play in the evaluation of therapeutic mediation settings, with a convergence of the different disciplines emphasising the pertinence of this model. The scientific impact of this research overlaps with its societal impact, through the development of innovative tools for evaluating therapeutic mediations, in order to take account of the evolution of the different forms of social expression of psychic suffering. (shrink)

Les travaux de Jean Piaget sur le développement cognitif ont largement mis en relief ce que comporte de génétique toute acquisition de connaissance sensible ou intellectuelle. Bien plus: le pere de la psychologie dite justement genetique voit dans la genése, entendue au sens de processus selon lequel le sujet connaissant construit l'objet, ce qui definit essentiellement toute connaissance. On sait que cette these piagetienne s'oppose á l'enseignement d'Aristote, qui conçoit la connaissance comme adaptation sui generis d'une faculte a un objet (...) donne independamment du sujet et voit l'essence du connaitre dans une simple copie des choses, dans un acte ou l'intelligence devient l'objet. Ne serait-ce qu'en raison de cette opposition, on n'aura pas tort de qualifier d'anti-genetique la psychologie de la connaissance d'Aristote. D'autant plus que la psychologie aristotelicienne n'est pas une psychologie scientifique au sens moderne du terme, de sorte qu'on y chercherait en vain des concepts a caractere operationnel tel le concept piagetien de genese. Pourtant, comme cet article tachera de le mettre en evidence, Aristote est loin d'avoir neglige l'aspect genese que comporte la connaissance sensible et intellectuelle. Conjointement a ses prises de position sur la nature de la connaissance, on trouve chez Aristote une description des activites sensibles et intellectuelles qui laisse au sujet bien plus d'initiative et s'avere bien plus « genetique » qu'on ne le suppose habituellement. (shrink)

Les auteurs "font le point sur des concepts fondamentaux: éducation, enseignement, connaissance, art, science, pédagogie".