Education

How to get listening and silence in a group? Surprisingly, by going through a work on oneself the results can be spectacular. Silence is a prerequisite to listening: a false idea When we address a group of people, we need silence to be able to (...)

A film by Benoît Labourdette (2’19s, silent, 2018).

Who is she, the one who must reinvent herself for the survival of all of us? What’s her name?

A film by Benoît Labourdette (2’55s, 2018).

The effect of submission relationships on the brain.

A film by Benoît Labourdette (3’31s, 2019).

The inner experience of a moment of pedagogical innovation in the classroom.

Filmmaking techniques using cell phones for teaching French as a foreign language in Spain. The linguistic and educational Cooperation Department of the Embassy of France in Spain, Northeast Zone (Cecilia Goloboff) set up in partnership with (...)

A film by Benoît Labourdette (on a text by Émilie Lamotte, 3’43s, 2019).

The most effective educational principles are not the ones we believe. Discovery of Emilie Lamotte’s sharp and constructive thinking. Émilie Lamotte Émilie Lamotte was a young pedagogue at the beginning of the twentieth century. She is unknown, (...)

Discovery of educational experiences using Virtual Reality, either as a tool or as an object for building critical thinking skills. Round table moderated by Benoît Labourdette, as part of the Digital Culture Meeting 2019, organized by (...)

Lecture by Benoît Labourdette for proposals for philosophical and practical tools of thought on the challenges of digital and images. The aim is to collectively equip themselves to carry out popular education initiatives in the 21st Century in (...)

Design and delivery of professional training in the field of image education, for teachers, facilitators, responsible for educational facilities, cultural and social, and cinema theater directors. With the new technology tools, to “connect” with (...)

Here you will find educational tools, practical and conceptual. These tools are based on the experiences and thinking that I have been developing in a large number of contexts since the 1990s. I have developed a singular, operative pedagogical (...)

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