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Critical scholarship on nineteenth-century educational reform has highlighted several key changes in the approach to, and organisation of knowledge in the modern era: the rise of a highly specialised disciplinary culture, the growing importance of the university as a centre for the transmission and creation of new knowledge, and the paradoxical growth in accessibility as well as inaccessibility to higher education emerge as key themes in contemporary scholarship on the topic. Although highly valuable in their own right, these studies tend to view 'cultures of knowledge' as teleologically developing to their current state while neglecting theories of pedagogy that interpreted knowledge and learning not as the by-products of a top-down transmission of knowledge from 'master' to 'disciple', but rather as a collaborative process of communication rooted in the fragility of a shared dialogue. By focusing on the theory of universal education outlined by Jean-Joseph Jacotot (1770- 1840) in his Enseignement Universel, this study explores the philosophical intricacies of a system of pedagogy which premises its validity not on theories of 'objective reality' and the transmission of 'facts', but rather on practices of communication and shared thought that eo-produce the pedagogical moment. This set of practices-in addition to problematising the notions of the 'learning subject', the 'knowledgeable master', and the 'institution of education' -addresses issues that are still pertinent to critical debates about the nature and goals of education. In particular, Jacotot's conception of the non-methodical pedagogical relation provides an insightful counterpoint to the notion of the post-historical university in Bill Readings' The University in Ruins, which argues for an ungrounded institution with commitments to Thought rather than Knowledge. This paper elaborates Jacotot's pedagogical theory and reads it alongside Readings' propositions in order to suggest a 'pedagogy of presence' which roots the pedagogical encounter in a dialogue of immediacy and the singularity of subjective identity.

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Ce travail de thèse s'inscrit dans le cadre du projet < personnalisation des environnements informatiques pour l'apprentissage humain (EIAH) > financé par la Région Rhône-Alpes. La personnalisation des EIAH est essentiellement dépendante de la capacité à produire des traces pertinentes et exploitables des activités des apprenants interagissant avec un EIAH. Dans ce domaine, l'exploitation des traces relève explicitement plusieurs problématiques allant de sa représentation de manière normalisée et intelligible à son traitement et interprétation en temps différé ou en temps réel au moment même de l'apprentissage. La multiplication des pratiques et des usages des traces requiert des outils génériques pour soutenir leurs exploitations. L'objectif de cette thèse est de définir les fondements théoriques de tels outils génériques permettant l'exploitation des traces d'interaction. Ceci nous a amené à définir la notion de Systèmes à Base de Trace modélisées : une classe de systèmes à base de connaissances facilitant le raisonnement et l'exploitation des traces modélisées. L'approche théorique proposée pour construire de tels systèmes s'articule autour de deux contributions : (1) La définition d'un cadre conceptuel définissant les concepts, l'architecture et les services mobilisés par les SBT. (2) La définition d'un cadre formel pour les systèmes à base de traces modélisées. Plus précisément, la proposition d'un langage pour l'interrogation et la transformation de trace modélisées à base de règles permettant des évaluations ponctuelles et continues. La sémantique formelle de ce langage est définie sous forme d'une théorie des modèles et d'une théorie de point fixe, deux formalismes habituellement utilisés pour décrire la sémantique formelle des langages de représentation de connaissances / This thesis is funded by the Rhône-Alpes Region as a part of the project < Personalisation of Technology-Enhanced Learning (TEL) Systems >. Personalising TEL Systems is, above all, dependent on the capacity to produce relevant and exploitable traces of individual or collaborative learning activities. In this field, exploiting interaction traces addresses several problems ranging from its representation in a normalised and intelligible manner to its processing and interpretation in continuous way during the ongoing TEL activities. The proliferation of trace-based exploitations raises the need of generic tools to support their representation and exploitation. The main objective of this thesis is to define the theoretical foundations of such generic tools. To do that, we define the notion of Trace-Based System (TBS) as a kind of Knowledge-based system whose main source of knowledge is a set of trace of user-system interactions. This thesis investigates practical and theoretical issues related to TBS, covering the spectrum from concepts, services and architecture involved by such TBS (conceptual framework) to language design over declarative semantics (formal framework). The central topic of our framework is the development of a high-level trace transformation language supporting deductive rules as an abstraction and reasoning mechanism for traces. The declarative semantics for such language is defined by a (Tarski-style) model theory with accompanying fixpoint theory