• 作者：S. Nezelof ^{snezelof@chu-besancon.fr}
• 关键词：Transmission ; Formation ; Enseignement ; Connaissances ; Expé ; rience
• 刊名：Neuropsychiatrie de l'enfance et de l'adolescence
• 出版年：2012
• 期刊代码：303_02229617
• 类别：med
• 出版时间：June, 2012
• 卷：60
• 期：4
• 页码：221-224
• 文件大小：198 K

The author presents the point of view of a university child psychiatrist about objects, modalities and stakes in the transmission of the knowledge in child psychiatry. It concerns as much the transmission of theoretical and practical knowledge, that a spirit and a conception of the psychopathology and the care. To learn to think of the complexity, to transmit the necessity of the work with and at the time, to teach the value and the interest of the subjectivity, to learn to tolerate the uncertainty, are not distinctive values but are essential factors of thought, so that more precise and specific contents take sense. It is necessary to integrate multiple theoretical and disciplinary references, without giving in to the temptation of a causal uniciste theory. So that this spirit is transmitted at a collective level, the university child psychiatry had to promote research which develop developmental and processual points of view, and which take account the subjectivity. On an individual level, the ways of the transmission are complex. Our knowledge is acquired as much by identifications than by learning. Beyond the knowledge, we have to transmit a wish of knowledge, and enough of 芦聽blanks聽禄 for allowing innovation and creativity.