QUAND LA RÉACTIVITÉ DEVIENT EN SOI UNE QUALITÉ: RÉFLEXIONS PHILOSOPHIQUES SUR L’AUTORITÉ ENSEIGNANTE DANS LE SUPÉRIEUR Â L’ÂGE NUMÉRIQUE

Abstract

This article stems from the philosophy of education/training and proposes a reflection on the links between contemporary student expectations in terms of pedagogical support in higher education, the conditions for recognizing the authority of the teacher and the uses of e-mail communication in the digital age. We seek to understand why, in this area, high responsiveness tends to become a prized quality. To do so, we start with a synthesis of the mutations of authority in democracy (1), then mobilize the heuristic resources of analyses dealing respectively with hypermodern individuals' relationship to time (2) and the links between individual autonomy, support and a passion for responsiveness (3). Finally, we open up an explicit redefinition of higher education teachers as care and service professionals (4).

Keywords: philosophy; authority; higher education; digital, responsiveness.