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Design social et enseignement secondaire en France : l'émergence d'un design pédagogique ?

Christophe Moineau 1, 2 Emeline Roy 3, 4, 2, 5 Eric Tortochot 3, 4, 2, 5, 6 
1 PROJEKT, EA 7447 / Université de Nîmes
UNIMES - Université de Nîmes : EA7447
2 GCAF - Le geste créatif et l'activité formative
ADEF - Apprentissage, Didactique, Evaluation, Formation, AMU INSPÉ - Aix-Marseille Université - Institut national supérieur du professorat et de l'éducation
Abstract : This article discusses a practice that could be qualified as “instructional design”. Following on from Anglo-Saxon research, the development of French language research in the 1990s contributed to shed light on design practices where the primary object is no longer the creation/design of artefacts intended for the consumer society. The study of these new practices envisions new definitions of design that question its objectives. In parallel, or consequently, new ways of teaching design have been developed to train future professionals in these new practices but also for high school students who do not plan to become designers, in order to develop skills that are not professional design skills. This article attempts to bring together some of the emerging practices (social design, critical design, contextual design), highlighted by or stemming from research, with an educational design prescribed by a vocational school in France. It presents a synthesis of research on design practices for educational purposes and compares the objectives assigned to the teaching and practice of design in high school, and the resources allocated.
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Contributor : ERIC TORTOCHOT Connect in order to contact the contributor
Submitted on : Thursday, October 6, 2022 - 8:42:03 AM
Last modification on : Monday, October 10, 2022 - 1:49:43 PM


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Christophe Moineau, Emeline Roy, Eric Tortochot. Design social et enseignement secondaire en France : l'émergence d'un design pédagogique ?. Sciences du Design, 2022, Enseigner le design, 15, ⟨10.3917/sdd.015.0109⟩. ⟨hal-03799625⟩



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