{"id":2016,"date":"2022-06-16T16:34:19","date_gmt":"2022-06-16T14:34:19","guid":{"rendered":"https:\/\/web.umons.ac.be\/fpse\/?p=2016"},"modified":"2022-06-16T16:43:51","modified_gmt":"2022-06-16T14:43:51","slug":"looking-beyond-borders-construire-des-ponts-entre-les-disciplines-lavenir-de-lenseignement-superieur","status":"publish","type":"post","link":"https:\/\/web.umons.ac.be\/fpse\/fr\/looking-beyond-borders-construire-des-ponts-entre-les-disciplines-lavenir-de-lenseignement-superieur\/","title":{"rendered":"Looking Beyond Borders : Construire des ponts entre les disciplines&#8230; L&rsquo;avenir de l&rsquo;enseignement sup\u00e9rieur"},"content":{"rendered":"<p style=\"text-align: center\"><em>&#8211; English version hereunder &#8211;<\/em><\/p>\n<p>Au premier semestre de l&rsquo;ann\u00e9e acad\u00e9mique 2021-2022, Anye Miermont (FPSE), Cha\u00efma Seddiki (FAU), Emilie Telle (FPSE), Luca Tiberi (FPSE) et Julie Walaszczyk (FTI) ont organis\u00e9 une s\u00e9rie d&rsquo;ateliers en anglais au cours desquels des \u00e9tudiant\u00b7e\u00b7s de BAC3 en architecture et des \u00e9tudiant\u00b7e\u00b7s de master en psychologie ont travaill\u00e9 ensemble sur le th\u00e8me de la fronti\u00e8re. Un \u00e9v\u00e9nement final a eu lieu le 10 f\u00e9vrier 2022 au MUMONS pour c\u00e9l\u00e9brer le travail des \u00e9tudiant\u00b7e\u00b7s et pr\u00e9senter les nombreuses interpr\u00e9tations que les groupes ont propos\u00e9es sur le th\u00e8me choisi.<\/p>\n<p><strong>Quels \u00e9taient les objectifs ?<\/strong><\/p>\n<p>Les \u00e9tudiant\u00b7e\u00b7s de diff\u00e9rentes disciplines ont tr\u00e8s peu d&rsquo;occasions d&rsquo;interagir les un\u00b7e\u00b7s avec les autres ou de partager des perspectives sur un sujet donn\u00e9, et encore moins par l&rsquo;utilisation d&rsquo;une deuxi\u00e8me ou troisi\u00e8me langue. Ce projet a donc cr\u00e9\u00e9 un espace o\u00f9 des \u00e9tudiant\u00b7e\u00b7s de diff\u00e9rents horizons ont pu co-construire des connaissances, pratiquer leur anglais et apprendre les un\u00b7e\u00b7s des autres dans un environnement d&rsquo;apprentissage \u00ab\u00a0sans stress\u00a0\u00bb o\u00f9 les erreurs (de langage) \u00e9taient permises, l&rsquo;exp\u00e9rimentation encourag\u00e9e, les questions pos\u00e9es et les risques pris.<\/p>\n<p>Des ressources en ligne ont \u00e9t\u00e9 partag\u00e9es avant chaque session, et diff\u00e9rent\u00b7e\u00b7s intervenant\u00b7e\u00b7s ont \u00e9t\u00e9 invit\u00e9\u00b7e\u00b7s \u00e0 apporter leur \u00e9clairage sur le th\u00e8me de la fronti\u00e8re : Benjamin Thiry, chercheur en psychologie l\u00e9gale et travaillant dans les prisons, a pr\u00e9sent\u00e9 une br\u00e8ve histoire des fronti\u00e8res psychologiques et physiques, amenant les \u00e9tudiant\u00b7e\u00b7s \u00e0 r\u00e9fl\u00e9chir sur le besoin humain de cr\u00e9er des fronti\u00e8res. Lydia Bollen, de la Facult\u00e9 d&rsquo;Architecture et d&rsquo;Urbanisme, a emmen\u00e9 les participant\u00b7e\u00b7s dans un parcours chronologique de la repr\u00e9sentation du corps humain dans les formes d&rsquo;art, en abordant une question cl\u00e9 : Jusqu&rsquo;o\u00f9 les artistes peuvent-iels aller ?<\/p>\n<p>Enfin, Kailas Moorthy, de DP Architects \u00e0 Londres, a explor\u00e9 les concepts de bien-\u00eatre et de \u00ab\u00a0self-care\u00a0\u00bb en architecture.<\/p>\n<p>Douze sc\u00e9narios ont \u00e9t\u00e9 propos\u00e9s aux diff\u00e9rentes \u00e9quipes, allant des salles de consommation \u00e0 moindre risque aux installations d&rsquo;accueil (temporaire) pour les demandeur\u00b7ses d&rsquo;asile et les r\u00e9fugi\u00e9\u00b7e\u00b7s, en passant par les environnements de travail pour les travailleur\u00b7ses du sexe, entre autres. Les groupes ont \u00e9t\u00e9 invit\u00e9s \u00e0 repenser des espaces souvent marginalis\u00e9s et n\u00e9glig\u00e9s et \u00e0 discuter des d\u00e9fis que l&rsquo;architecture peut poser en termes de bien-\u00eatre et de sant\u00e9 mentale. L&rsquo;\u00e9quipe enseignante \u00e9tait l\u00e0 pour faciliter leur progression et leur fournir une assistance en cas de besoin.<\/p>\n<p><strong>Le point de vue de l\u2019\u00e9quipe enseignante<\/strong><\/p>\n<p>Cette premi\u00e8re it\u00e9ration a \u00e9t\u00e9 accueillie avec beaucoup d&rsquo;enthousiasme. Cha\u00efma Seddiki, de la Facult\u00e9 d&rsquo;Architecture et d&rsquo;Urbanisme (FAU), a \u00e9t\u00e9 ravie de rencontrer et de collaborer avec des coll\u00e8gues du D\u00e9partement de Psychopathologie L\u00e9gale, et a appr\u00e9ci\u00e9 \u00ab\u00a0l&rsquo;ouverture aux nouvelles id\u00e9es, la dynamique entre les encadrant\u00b7e\u00b7s, le choix du th\u00e8me et la qualit\u00e9 des interventions des intervenant\u00b7e\u00b7s\u00a0\u00bb. Emilie Telle, de la Facult\u00e9 de Psychologie et des Sciences de l&rsquo;\u00c9ducation (FPSE), qui a particip\u00e9 au montage du projet, a trouv\u00e9 qu&rsquo;il s&rsquo;agissait d&rsquo;une \u00ab\u00a0exp\u00e9rience humainement riche\u00a0\u00bb et \u00ab\u00a0\u00e9clairante en termes de p\u00e9dagogie et de pratiques interdisciplinaires\u00a0\u00bb. Pour elle, cette initiative est particuli\u00e8rement pertinente pour les deux facult\u00e9s, car elle permet aux enseignants de comprendre des r\u00e9alit\u00e9s diff\u00e9rentes et d&rsquo;avoir un regard autre sur sa propre discipline. Pour conclure, Luca Tiberi (FPSE) envisage cette activit\u00e9 dans le cadre d&rsquo;un projet plus vaste impliquant d&rsquo;autres disciplines et, \u00e0 terme, des universit\u00e9s partenaires.<\/p>\n<p><iframe loading=\"lazy\" title=\"Looking Beyond Borders Edition 2022\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/8JwDJz7yeWo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><strong>Et la langue ?<\/strong><\/p>\n<p>L&rsquo;anglais a \u00e9t\u00e9 utilis\u00e9 tout au long de l&rsquo;\u00e9change, et tout le monde a jou\u00e9 le jeu. Pendant les ateliers, certains \u00e9l\u00e8ves se sont m\u00eame tenus \u00e0 l&rsquo;utilisation de l&rsquo;anglais dans la plupart des discussions et interactions autog\u00e9r\u00e9es du groupe. Gr\u00e2ce au soutien EMILE fourni, les enseignants ont pu cr\u00e9er un espace d&rsquo;apprentissage dans lequel les \u00e9l\u00e8ves ont pu exp\u00e9rimenter la langue, quel que soit leur niveau d&rsquo;anglais. Le projet a \u00e9t\u00e9 une parfaite illustration des pratiques de <em>code-switching<\/em> (ou d&rsquo;alternance codique) et de<em> translanguaging<\/em>, gr\u00e2ce auxquelles les \u00e9tudiant\u00b7e\u00b7s ont pu alterner les langues et o\u00f9 la langue premi\u00e8re, c&rsquo;est-\u00e0-dire le fran\u00e7ais qui est la principale langue d&rsquo;enseignement \u00e0 l&rsquo;UMONS, a \u00e9t\u00e9 tol\u00e9r\u00e9e.<\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" title=\"Student interviews LBB Project\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/C6Skfm_iaqw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"Kailas Moorthy, UMONS 02122021\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/c5QK85tSAYw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><strong>Looking Beyond Borders: Building Bridges across Disciplines\u2026The Future of Higher Education? <\/strong><\/p>\n<p>An interdisciplinary teaching initiative has been set up as part of a collaboration between the Department of Forensic Psychology (Faculty of Psychology and Educational Sciences), the Architectural Design Unit (Faculty of Architecture and Urban Planning) and the CLIL Support Service (Language and Internationalisation Unit, Faculty of Translation and Interpretation).<\/p>\n<p>In the first semester of the 2021-2022 academic year, Anye Miermont (FPSE), Cha\u00efma Seddiki (FAU), Emilie Telle (FPSE), Luca Tiberi (FPSE) and Julie Walaszczyk (FTI) organised a series of workshop sessions in English during which undergraduate architecture students and Master\u2019s students in psychology worked together on the topic of \u201cborders\u201d. A final event took place on 10<sup>th<\/sup> February 2022 at MUMONS to celebrate the students\u2019 work and to showcase the many interpretations that the groups of students came up with on the chosen topic.<\/p>\n<p><strong>What were the objectives?<\/strong><\/p>\n<p>Students from different disciplines have very little opportunity to interact with each other or share perspectives on a given topic, let alone through the use of a second or third language. This project therefore created a space where students from different backgrounds could co-construct knowledge, practise their English, and learn from each other in a \u201cstress-free\u201d learning environment where (language) mistakes were allowed, experimentation encouraged, questions raised, and risks taken.<\/p>\n<p>Online resources were shared with the students prior to each session, and different guest lecturers were invited to provide insights into the theme of borders: Benjamin Thiry, who is researcher in forensic psychology and works in prisons, gave a short history of psychological and physical boundaries, leading the students to reflect on the human need to create borders. Lydia Bollen from the Faculty of Architecture and Urban Planning took the students on a chronological tour of the representation of the human body in art forms, addressing a key question: <em>How far can artists go?<\/em><br \/>\nFinally, Kailas Moorthy from DP Architects in London explored concepts of well-being and (self-)care in architecture.<\/p>\n<p>Twelve scenarios were suggested to the different teams, ranging from supervised injection sites to (temporary) reception facilities for asylum seekers and refugees, and work environments for sex workers, among others. The groups were invited to rethink often marginalised and overlooked spaces and discuss the challenges that architecture can pose in terms of well-being and mental health. The teaching team were there to facilitate their progress and to provide assistance whenever needed.<\/p>\n<p><strong>Teachers\u2019 perspectives<\/strong><\/p>\n<p>On the teaching team\u2019s side, this first iteration was met with much enthusiasm. Cha\u00efma Seddiki from the Faculty of Architecture and Urban Planning (FAU) was delighted to meet and collaborate with colleagues from the Department of Forensic Psychology, and enjoyed \u201cthe openness to new ideas, the energy of the teaching team, the chosen theme and the relevance of the guest speakers\u2019 contributions\u201d. Emilie Telle, from the Faculty of Psychology and Educational Sciences (FPSE), who participated in the project setup, found it \u201can enriching human experience\u201d and \u201cenlightening in terms of pedagogy and interdisciplinary practices\u201d. For her, this initiative is particularly relevant to both faculties, as it allows teachers to understand different realities and have a fresh perspective on one\u2019s own. On a concluding note, Luca Tiberi (FPSE) envisages this activity as part of a larger project involving other disciplines and, in the long run, partner universities.<\/p>\n<p><strong>And language?<\/strong><\/p>\n<p>English was used throughout the exchange, and everyone played the game. During the workshops, some students even stuck to the use of English in most of the group\u2019s self-directed discussions and interactions. Thanks to the CLIL support provided, the teachers were able to create the learning space in which the students were allowed to experiment with the language, regardless of their English level. The project was a perfect illustration of code-switching and translanguaging practices, through which the students could alternate languages and where the L1, i.e. French being the main language of instruction at UMONS, was tolerated.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Une initiative d&rsquo;enseignement interdisciplinaire a \u00e9t\u00e9 mise en place dans le cadre d&rsquo;une collaboration entre le D\u00e9partement de psychologie l\u00e9gale (Facult\u00e9 de Psychologie et des Sciences de l&rsquo;\u00c9ducation), l&rsquo;Unit\u00e9 de conception architecturale (Facult\u00e9 d&rsquo;Architecture et d&rsquo;Urbanisme) et le Service de soutien CLIL (Service Langues et Internationalisation, Facult\u00e9 de Traduction et d&rsquo;Interpr\u00e9tation)<\/p>\n","protected":false},"author":53,"featured_media":2017,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[49],"tags":[],"class_list":["post-2016","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-enseignement"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Looking Beyond Borders : Construire des ponts entre les disciplines... 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