Manifestations de la théorie de l’esprit chez des étudiants du primaire lors de séances d’appréciation de l’art
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La théorie de l’esprit est la capacité cognitive de saisir ses propres états psychologiques et ceux d’autrui, en reconnaissant que les autres ont des croyances et des points de vue uniques. Cette étude intègre de manière tout à fait inédite des stratégies de raisonnement visuelles au développement de la théorie de l’esprit, pour offrir une nouvelle approche permettant de comprendre comment l’appréciation de l’art peut accroitre les habiletés cognitives et socio-émotionnelles d’élèves du primaire. En analysant les aspects cognitifs et affectifs de la théorie de l’esprit dans divers contextes socioculturels, cette recherche propose une étude exhaustive qui comble certaines lacunes au sein de la littérature actuelle sur l’éducation artistique et le développement cognitif. Les conclusions ont d’importantes répercussions pratiques, qui donnent à penser que l’intégration des stratégies de raisonnement visuelles aux programmes d’étude peut promouvoir l’empathie, la coordination des points de vue, et le raisonnement coopératif.
Mots-clés : appréciation de l’art, stratégies de raisonnement visuelles, expériences esthétiques, efficacité cognitive, empathie, imagination, théorie de l’esprit, apprentissage social et émotionnel.
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