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            <title xml:lang="fr">Discussions philosophiques avec des adolescents empêchés de penser : didactique clinique, résilience et théories de la complexité</title>
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                <term xml:lang="en">intelligence</term>
                <term xml:lang="en">philosophical discussions</term>
                <term xml:lang="en">adolescents</term>
                <term xml:lang="en">didactics</term>
                <term xml:lang="en">clinical didactics</term>
                <term xml:lang="en">resiliency</term>
                <term xml:lang="fr">didactique</term>
                <term xml:lang="fr">didactique clinique</term>
                <term xml:lang="fr">résilience</term>
                <term xml:lang="fr">adolescents</term>
                <term xml:lang="fr">discussion philosophique</term>
                <term xml:lang="fr">intelligence</term>
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              <p>In so-called sensitive high schools, issues of violence, markers of delinquency display as much refusal to know and think as markers of adolescents vulnerabilities related to complexity of society (Jellab &amp; Marsollier, 2018). If resilience is targeted by the rebound of thought, it can be carried by carrier sessions covered by a clinical didactic written in philosophical discussions. This article illustrates how knowledge, intelligence and complexity are articulated in the implementation of a clinical didactics at the service of the philosopher with adolescents prevented from thinking.</p>
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              <p>A l’école et particulièrement dans certains lycées dits sensibles, les problématiques de violence, des marqueurs de délinquance affichent autant de refus de savoir et de penser que de marqueurs de vulnérabilités d’adolescents en lien avec la complexification de la société (Jellab &amp; Marsollier, 2018). Si la résilience est visée par le rebond de la pensée, celle-ci peut être portée par des séances porteuses couvertes par une didactique clinique inscrite dans les discussions philosophiques. Cet article illustre comment savoir, intelligence et complexité s’articulent dans la mise en œuvre d’une didactique clinique au service du philosopher avec des adolescents empêchés de penser.</p>
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