The world with our range, of a glance ethnocentré with an informed intelligenceJean-Paul NarcyUniversity of Technology of Compiegne
Two concepts seem indissociable in the professional writings of the world of the language teaching, the autonomy and the communication networks electronic, undoubtedly because one can sail freely on the latter (cf. speeches on technologies of G. Jobert in Annoot). Is this freedom as large as it is dreamed? If we follow Laborit (and well of others), we can doubt it, insofar as our apprehension of the events and the data is the result of cultural or conceptual automatisms (Laborit, 1994). « And thus rather than to seek to get information, the witness integrates this real formation in his system, in his ideological representation of the world, and most logically of the world comes to an illogical conclusion, but alleviating because in conformity with these hopes” (Cyrulnik, 1983)
France is a country where the implicit reign, with aimings universalists which are likely to exacerbate this tendency ego or ethnocentrée natural (J. Pateau). Monique Linard stresses that the machines are extremely likely to consolidate this narcissistic glance. “It is in the moments of rupture, in other words when we are not any more of the experts in our micromonde, that we reflect and that we analyze i.e. that we become as beginners who try to be at ease in front of the task which awaits them” (Varela, 1996)
However the access to the data of the communication networks electronic is done without rupture. The macromonde is locked up, seemingly, in the monitor of our computer. How not to apprehend it as we would apprehend our “micromonde” daily: “without thinking of it” (Varela, 1996). Does Gardner describe various forms of intelligence, how not to postulate an intelligence of the world which undoubtedly would call upon a combination of the others? Our conditioned perception of the world (cf. Laborit and Cyrulnik above) point out the processes of nativisation (Schumann and Andersen). We are confronted with a double didactic question. · Is the nativisation a process impossible to circumvent?