&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;&lt;b&gt;&lt;span style=&quot;color:black&quot;&gt;R&amp;eacute;sum&amp;eacute;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;La notion de &amp;laquo;&amp;nbsp;r&amp;eacute;flexivit&amp;eacute; &amp;eacute;thique&amp;nbsp;&amp;raquo; qui apparait d&amp;eacute;sormais dans le serment que les docteurs pr&amp;ecirc;tent &amp;agrave; l&amp;rsquo;issue de leur soutenance de th&amp;egrave;se invite la doctorante que je suis &amp;agrave; s&amp;rsquo;interroger sur sa signification dans la recherche en didactique des langues. Aussi, je me propose d&amp;rsquo;interroger cette notion au regard du dialogue binoculaire possible entre la philosophie et la science (Morin, 1994). Apr&amp;egrave;s une premi&amp;egrave;re r&amp;eacute;flexion sur ses formes et ses enjeux pour le doctorant apprenti-chercheur, j&amp;rsquo;envisage une mise en dialogue entre la notion d&amp;rsquo;&amp;eacute;thique &lt;i&gt;de&lt;/i&gt; reliance (Morin, 2004) et la palette des &amp;laquo;&amp;nbsp;je&amp;nbsp;&amp;raquo; (Boch, 2023) pr&amp;eacute;sents dans quatre notes de synth&amp;egrave;ses d&amp;rsquo;enseignants-chercheurs produites dans le cadre de leur habilitation &amp;agrave; diriger des recherches. &amp;Agrave; l&amp;rsquo;aide du cadre d&amp;rsquo;analyse de l&amp;rsquo;&lt;i&gt;interactionnisme socio-discursif&lt;/i&gt; (Bronckart, [1997] 2022), j&amp;rsquo;observe en particulier dans quelle mesure &lt;i&gt;les mondes discursifs&lt;/i&gt; cr&amp;eacute;&amp;eacute;s par les auteurs s&amp;rsquo;inscrivent dans des conduites &amp;eacute;thiques de reliance. En &amp;eacute;tudiant les textes de chercheurs chevronn&amp;eacute;s, il s&amp;rsquo;agit ainsi de r&amp;eacute;fl&amp;eacute;chir &amp;agrave; la construction de mon propre ancrage &amp;eacute;pist&amp;eacute;mologique et th&amp;eacute;orique. &lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;&lt;i&gt;&lt;span style=&quot;color:black&quot;&gt;Mots-cl&amp;eacute;s&lt;/span&gt;&lt;/i&gt;&lt;span style=&quot;color:black&quot;&gt;&amp;nbsp;: doctorant &amp;ndash; enseignant-chercheur &amp;ndash; r&amp;eacute;flexivit&amp;eacute; &amp;ndash; &amp;eacute;thique (adj.) &amp;ndash; reliance&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&amp;nbsp;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;&lt;b&gt;Abstract&lt;/b&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;&lt;span lang=&quot;EN-US&quot; style=&quot;color:black&quot;&gt;The notion of &amp;quot;ethical reflexivity&amp;quot;, which now appears in the oath that PhD students take at the end of their thesis defense, invites me, as a PhD candidate, to consider its significance in language didactics research. I therefore propose to examine this notion in terms of the possible binocular dialogue (Morin, 1994) between philosophy and science. After an initial reflection on its forms and its takes and what is at stake for the doctoral student apprentice researcher, I envisage a possible dialogue between the notion of the ethics of reliance (Morin, 2004) and the range of &amp;quot;I&amp;#39;s&amp;quot; (Boch, 2023) present in four teacher-researchers&amp;#39; summary notes produced for the habilitation to direct research. Using the analytical framework of socio-discursive interactionism (Bronckart, [1997] 2022), I observe to what extent the discursive worlds created by the authors are part of ethical conducts of reliance. By studying the texts of seasoned researchers, the aim is to reflect on the construction of my own epistemological and theoretical anchorage.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:8px&quot;&gt;&lt;span style=&quot;font-size:12pt&quot;&gt;&lt;span new=&quot;&quot; roman=&quot;&quot; style=&quot;font-family:&quot; times=&quot;&quot;&gt;&lt;i&gt;&lt;span lang=&quot;EN-US&quot; style=&quot;color:black&quot;&gt;Keywords&lt;/span&gt;&lt;/i&gt;&lt;span lang=&quot;EN-US&quot; style=&quot;color:black&quot;&gt;&amp;nbsp;: PhD candidate &amp;ndash; teacher-researcher &amp;ndash; reflexivity &amp;ndash; ethic (adj.) &amp;ndash; reliance &lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;