[ Cultiver le risque de s’étonner en classe: Une culture enseignante à développer ]
Nada AIT SI ABBOU1
1 Université Mohamed V, Faculté des Sciences de l’Education, Rabat, Morocco
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
We often witness a process of « anchoring » teaching objects in students’ memories, where risk-free learning is favored over action, where contemplation is advocated over action, and where students are made to feel alienated from the master as the holder of knowledge, without any concern for creating the need for intellectual nourishment and a thirst for learning. The aim of this article is to show the value of cultivating astonishment as a risk for language learners, in order to give rise to a sense of responsibility and subjectivity associated with risk-taking as a source of progress and innovation, rather than one of alienation, which would prevent the movement of being and thinking.
Author Keywords: risk-taking, astonishment, questioning, conceptions, intellectual progress.
Nada AIT SI ABBOU1
1 Université Mohamed V, Faculté des Sciences de l’Education, Rabat, Morocco
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
We often witness a process of « anchoring » teaching objects in students’ memories, where risk-free learning is favored over action, where contemplation is advocated over action, and where students are made to feel alienated from the master as the holder of knowledge, without any concern for creating the need for intellectual nourishment and a thirst for learning. The aim of this article is to show the value of cultivating astonishment as a risk for language learners, in order to give rise to a sense of responsibility and subjectivity associated with risk-taking as a source of progress and innovation, rather than one of alienation, which would prevent the movement of being and thinking.
Author Keywords: risk-taking, astonishment, questioning, conceptions, intellectual progress.
Abstract: (french)
Nous assistons souvent à une opération d’ « ancrage » des objets d’enseignement dans la mémoire des élèves où l’on privilégie un apprentissage sans risque et sans soubresauts, où l’on préconise la contemplation plutôt que l’action et où l’on crée chez l’élève le sentiment d’aliénation à l’enseignant détenteur du savoir sans se soucier de créer le besoin d’une nourriture intellectuelle et d’une soif d’apprendre. L’objectif de l’article est de montrer l’intérêt de cultiver l’étonnement comme risque chez l’apprenant de langue pour faire naître le sentiment de responsabilité et de subjectivité rattaché à la prise de risque comme source de progrès et d’innovation au lieu de celui d’aliénation qui empêcherait le mouvement de l’être et de la pensée.
Author Keywords: prise de risque, étonnement, questionnements, conceptions, progrès intellectuel.
