Narrative modes and existential modes of experiential knowledge
DOI:
https://doi.org/10.26694/rles.v28i57.5395Keywords:
adult education; hermeneutics; narrative; experiential knowledge; validationAbstract
Within the framework of the validation of prior learning (VAE), the narrative is considered by the candidate as a resource serving a purpose: the wording and composition of the narrative must make it possible to manifest the knowledge acquired through practice, in situation. The formulation of this proposition leads to the assumption of a principle of codependence between the narrative régimes involved in the VAE files and the modes of existence of experiential knowledge from the point of view of the jury. This very particular operation, which proceeds from a shift to the language of experience and a categorisation of knowledge within the framework of validation procedures, deserves to be examined. The purpose of this article is to examine the respective contributions and complementarities generated by the first and third person modes of expression of self-narrative. The aim of this examination is to define the regimes of expression of experience and to characterise the narrative strategies in order to examine their effects on the existence modes of prior learning in contexts of validation.
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