The potential application in Italy of the “DHEPS” model
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Dec 31, 2010
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Abstract
This paper outlines the possibilities for adopting the DHEPS (Diplôme des Hautes Études des Pratiques Sociales) in Italy and its potential as a driver of change. Conceived by French sociologist Henri Desroche (1914-1994) in the late fifties and institutionalized in 1978, this university diploma is a real lifelong learning training course. Each candidate conducts scientific research focused on an aspect of their practical experience, with the aim of developing an innovative project. This training course, which Desroche has repeatedly called praxeological, consists of theoretical and methodological seminars. In addition, support is provided from an academic adviser and other resource providers with considerable experience and skills, and extensive teamwork sessions are featured.
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References
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Patanè S. (2003). Laureare l’esperienza del terzo settore. In C. Corradi (ed.). Il sapere visibile. Politica della conoscenza e valore dell’esperienza nei sistemi universitari. Roma: La Nuova Phoenix.
LETTURE CONSIGLIATE
Albertini G. (2004). Esperienze di accreditamento e certificazione di apprendimenti informali e non-formali. Percorsi, XVII, pp. 24-25.
Avanzini G. (1996). L’éducation des adultes. Paris: Anthropos.
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Colin R. (2003). Henri Desroche et les racines de la recherche-action. In P.-M. Mesnier e Ph. Missotte (eds.). La recherche-action. Une autre maniè-re de chercher, se former, transformer. Paris: L’Harmattan, pp. 27-40.
Desroche H. (1971). Apprentissage en sciences sociales et éducation permanente. Paris: Éditions Ouvrières.
Desroche H. (1978). Éducation permanente et créativités solidaires (Apprentissage 2). Paris: Éditions Ouvrières.
Desroche H. (1990). Entreprendre d’apprendre. D’une autobiographie raisonnée aux projets d’une recherche-action (Apprentissage 3). Paris: Éditions Ouvrières.
Draperi J.-F. (2007). Fondements éthiques et posture épistémologique de la recherche en économie sociale. RECMA, 303, pp. 67-82.
Lago D. (2009). La contribution d’Henri Desroche à l’éducation des adultes. De la recherche de la “communauté” à la recherche “compagnonnique”: un modèle d’apprentissage permanent. Tesi inedita di dottorato, Université “Claude Bernard Lyon 1, 3 voll., 735 p.
Lago D. (2008b). Dimensione religiosa, cooperazione e promozione sociale in Henri Desroche. In R. Quaglia, L. Ferro e M. Fraire (eds.). Religione, scuola, educazione, identità (Torino, Italy, 8 giugno 2007). Lecce: Pensa Multimedia, pp. 295-303.
Serbati A. (2007). Lauree e riconoscimento dell’esperienza: l’approccio inglese work-based learning e il caso della Middlesex University. Generazioni, 10, pp. 35-59.
Veilhan A. (2004). L’éthique de l’accompagnement en validation des acquis de l’expérience: de l’individuel au collectif. Education permanente, 159, pp. 107-116.
Desroche H. (1984). Théorie et pratique de l’autobiographie raisonnée. Ottawa, Québec: Document UCI n. 1.
Lago D. (2008a). La pensée éducationnelle d’Henri Desroche et sa rétombée possible en Italie. In C. Ravelet e Ph. Trouvé (eds.). Henri Desroche -Anamnèse n. 4 (Caen, France, 17-19 settembre 2007). Paris: L’Harmattan, pp. 251-257.
Patanè S. (2003). Laureare l’esperienza del terzo settore. In C. Corradi (ed.). Il sapere visibile. Politica della conoscenza e valore dell’esperienza nei sistemi universitari. Roma: La Nuova Phoenix.
LETTURE CONSIGLIATE
Albertini G. (2004). Esperienze di accreditamento e certificazione di apprendimenti informali e non-formali. Percorsi, XVII, pp. 24-25.
Avanzini G. (1996). L’éducation des adultes. Paris: Anthropos.
Bresciani P.G. (2005). Riconoscere e certificare le competenze. Ragioni, problemi, aporie. Professionalità, 87, pp. 9-19.
Colin R. (2003). Henri Desroche et les racines de la recherche-action. In P.-M. Mesnier e Ph. Missotte (eds.). La recherche-action. Une autre maniè-re de chercher, se former, transformer. Paris: L’Harmattan, pp. 27-40.
Desroche H. (1971). Apprentissage en sciences sociales et éducation permanente. Paris: Éditions Ouvrières.
Desroche H. (1978). Éducation permanente et créativités solidaires (Apprentissage 2). Paris: Éditions Ouvrières.
Desroche H. (1990). Entreprendre d’apprendre. D’une autobiographie raisonnée aux projets d’une recherche-action (Apprentissage 3). Paris: Éditions Ouvrières.
Draperi J.-F. (2007). Fondements éthiques et posture épistémologique de la recherche en économie sociale. RECMA, 303, pp. 67-82.
Lago D. (2009). La contribution d’Henri Desroche à l’éducation des adultes. De la recherche de la “communauté” à la recherche “compagnonnique”: un modèle d’apprentissage permanent. Tesi inedita di dottorato, Université “Claude Bernard Lyon 1, 3 voll., 735 p.
Lago D. (2008b). Dimensione religiosa, cooperazione e promozione sociale in Henri Desroche. In R. Quaglia, L. Ferro e M. Fraire (eds.). Religione, scuola, educazione, identità (Torino, Italy, 8 giugno 2007). Lecce: Pensa Multimedia, pp. 295-303.
Serbati A. (2007). Lauree e riconoscimento dell’esperienza: l’approccio inglese work-based learning e il caso della Middlesex University. Generazioni, 10, pp. 35-59.
Veilhan A. (2004). L’éthique de l’accompagnement en validation des acquis de l’expérience: de l’individuel au collectif. Education permanente, 159, pp. 107-116.