<p style="text-align:justify"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><b><span new="" roman="" style="font-family:" times="">Résumé : </span></b><span new="" roman="" style="font-family:" times="">L’enseignemen<span style="color:black">t interdisciplinaire</span> se développe aujourd’hui rapidement à l’université comme dans le secondaire, spontanément ou sous l’impulsion des institutions dirigeantes, souvent en opposition au modèle classique purement disciplinaire. Il s’agira dans cet article de témoigner des premières conclusions d’une expérience de formation <span style="color:black">interdisciplinaire </span>à l’université dans le but d’illustrer certains des avantages et <span style="color:black">des</span> défauts d’une telle entreprise. Puis de faire état du travail de deux séries d’ateliers de réflexion sur l’identité disciplinaire, mis en place dans le but </span><span new="" roman="" style="font-family:" times="">d’élaborer collectivement des outils de construction d'une interdisciplinarité réellement profitable aux étudiants. </span></span></span>On verra émerger de ces travaux un processus circulaire, où l’interdisciplinarité permet un retour aux fondamentaux des disciplines, qui clarifient en retour la pratique interdisciplinaire.</p>
<p style="text-align:justify"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><b><span new="" roman="" style="font-family:" times="">Mots-clés :</span></b><span new="" roman="" style="font-family:" times=""> interdisciplinarité, <span style="color:black">transdisciplinarité, </span>discipline, enseignement, université, secondaire.</span></span></span></p>
<p style="text-align:justify"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><strong>Abstract :</strong> Over the last decade, interdisciplinary teaching has been developing rapidly in French universities and high-schools. Depending on the cases, this development sprung out spontaneously or due to the impulse of governing institutions, often in opposition to the classical model of teaching, that is essentially disciplinary in university and multidisciplinary in high-school. Consequently, this article was written as a testimony of the first conclusions that could be drawn from the experiment of a transdisciplinary bachelor program that opened in September 2012 in Aix-Marseille Université, in order to illustrate some of the merits and flaws of such an approach. The second part of the text is then dedicated to the description of two sets of workshops about the identity of academic disciplines, that were set up to develop collective tools for the elaboration of an interdisciplinary teaching that would really be fruitful to students. </span></span>From these works emerges the scheme of a circular process, where interdisciplinarity gives access to some forgotten fundaments of disciplines, which clarify the interdisciplinary dialog in return.</p>
<p style="text-align:justify"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><strong>Keywords</strong> <strong>: </strong>interdisciplinarity, transdisciplinarity, discipline, teaching, university, high-school.</span></span></p>