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Pour Une Problématisation De La Technologie En Éducation Propositions Théoriques Pour Un Espace Pédagogique Alternatif De La Technologie

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Pour Une Problématisation De La Technologie En Éducation Propositions Théoriques Pour Un Espace Pédagogique Alternatif De La Technologie Pour une problématisation de la technologie en éducation Propositions théoriques pour un espace pédagogique alternatif de la technologie Thèse Patrick Plante Doctorat en technologie éducative Philosophiae Doctor (Ph.D) Québec, Canada © Patrick Plante, 2014 Résumé Cette thèse s’intéresse à la place alternative que pourrait prendre la technologie dans la poursuite des grandes finalités éducatives qui ont pour objectif de former des citoyens qui ont le souci des autres et qui participent à relever les défis de notre temps. Proposer un rôle alternatif à la technologie en éducation, c’est d’abord critiquer son rôle actuel, c’est faire passer la technologie du statut de solution à celui de problème. Cette critique de la technologie se fonde sur une perspective issue des théories critiques qui autorise à penser la technologie au-delà de son aspect fonctionnel en y reconnaissant un aspect politique. La démarche méthodologique empruntée dans cette recherche est théorique et spéculative, interpellant les axes que sont l’interprétation, l’argumentation et le récit. Cette thèse a pour premier objectif l’appropriation de la théorie politique de la technologie d’Andrew Feenberg. Cette théorie, qui est aussi le cadre théorique de la recherche, est présentée aux côtés des principales théories de la technologie. Un deuxième objectif consiste à dresser un idéal-type du hacker. Le hacker est ce personnage de la révolution numérique qui code, décode et recode la technologie et les réseaux. C’est cet idéal-type qui est confronté à la théorie de Feenberg. Un dernier objectif consiste à formuler des propositions théoriques qui pourraient enrichir le champ d’études de la technologie éducative en intégrant d’une manière explicite la dimension politique de la technologie en vue de constituer un espace pédagogique alternatif de la technologie. La mise en parallèle de la théorie de Feenberg et de l’idéal-type du hacker nous permet de souligner l’importance de certaines adéquations. Il semble que tenir compte de la friction entre un pouvoir de normalisation et un pouvoir d’affirmation de la part de citoyens-acteurs change l’espace pédagogique traditionnel de la technologie. Cette friction, loin d’être nuisible, est plutôt la chance de comprendre le type d’humain normé qui est produit par une technologie, et de modifier ce processus par le souci de soi et des autres. Cette « pédagogie de la technologie » intègre des aspects politiques, esthétiques et éthiques sans rejeter l’aspect fonctionnel de la technique. iii Table des matières Résumé .................................................................................................................................. iii Table des matières .................................................................................................................. v Liste des tableaux ................................................................................................................... ix Liste des figures ..................................................................................................................... xi Remerciements .................................................................................................................... xiii Introduction ............................................................................................................................. 1 CHAPITRE 1 Problématique ............................................................................................. 3 1.1 Citoyenneté et technologie en éducation ...................................................................... 4 1.1.1 Nos expériences académiques et militantes de la citoyenneté ............................... 4 1.1.2 La citoyenneté comme finalité éducative ............................................................ 10 1.1.3 La technologie et la citoyenneté en éducation ..................................................... 13 1.1.4 Un système, deux modèles ................................................................................... 20 1.2 La technologie éducative et les finalités démocratiques de l’éducation ..................... 22 1.2.1 Le développement de la technologie éducative au Québec ................................. 22 1.2.2 Les paradigmes de la technologie éducative ........................................................ 26 1.2.3 Le « code » de la technologie .............................................................................. 35 1.3 Le bilan des préoccupations ........................................................................................ 38 1.4 La formulation d’un problème .................................................................................... 41 1.4.1 Le problème de recherche .................................................................................... 41 1.4.2 La question de recherche ..................................................................................... 42 1.4.3 Les objectifs de recherche .................................................................................... 43 CHAPITRE 2 Épistémologie et méthodologie ................................................................ 45 2.1 Intentionnalité, disciplines et épistémologie ............................................................... 46 2.1.1 Une recherche de type théorique ......................................................................... 46 2.1.2 Approche interdisciplinaire en technologie éducative ......................................... 51 2.1.3 Une posture épistémologique ............................................................................... 52 2.2 Les axes méthodologiques .......................................................................................... 56 2.2.1 L’axe de l’interprétation ...................................................................................... 56 2.2.2 L’axe de l’argumentation ..................................................................................... 65 2.2.3 L’axe du récit ....................................................................................................... 66 2.2.4 Les critères de rigueur .......................................................................................... 67 CHAPITRE 3 Les théories de la technologie ................................................................... 71 3.1 Du déterministe à la possibilité d'action ..................................................................... 73 3.1.1 L'héritage grec: la technique comme impensée ................................................... 73 3.1.2 L'héritage moderne: la technologie, le progrès et le pouvoir ............................... 76 3.1.3 La théorie instrumentale de la technologie .......................................................... 80 3.1.4 Le déterminisme technologique ........................................................................... 83 3.1.5 Le substantialisme et l'essentialisme.................................................................... 85 3.1.6 Les théories critiques ........................................................................................... 88 3.1.7 La construction sociale de la technologie ............................................................ 93 3.2 Vers une théorie politique de la technologie ............................................................ 100 v 3.2.1 Une conception wébérienne de la modernité .................................................... 102 3.2.2 Le code technique .............................................................................................. 106 3.2.3 Des alternatives possibles .................................................................................. 108 3.2.4 Le processus de la rationalisation démocratique ............................................... 111 3.3 Une théorie politique de la technologie: la double instrumentalisation ................... 113 3.3.1 L’instrumentalisation primaire .......................................................................... 114 3.3.2 L’instrumentalisation secondaire ...................................................................... 115 3.3.3 Différenciation et concrétisation ....................................................................... 117 CHAPITRE 4 Un idéal-type du hacker ......................................................................... 119 4.1 Un contexte social .................................................................................................... 119 4.1.1 La société de contrôle : un contexte .................................................................. 120 4.1.2 La résistance : des actions ................................................................................. 125 4.2 Une histoire .............................................................................................................. 128 4.2.1 L’époque des pionniers ..................................................................................... 128 4.2.2 Le hacking matériel ........................................................................................... 136 4.2.3 La fin d’une époque ........................................................................................... 139 4.2.4 Mouvements de résistance ................................................................................ 140 4.3 Une identité .............................................................................................................. 150 4.3.1 Un glissement sémantique ................................................................................
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