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<Text textformat="02" language="fre">&#60;p&#62;Bien plus que de simples outils d'apprentissage, les notes de cours des étudiants sont des reflets de leur époque, témoins de pratiques d&#8217;enseignement mais également lieux d&#8217;une extraordinaire créativité. Les dessins et gravures des manuscrits anciens, comme les éléments graphiques des notes plus récentes, ont une visée pédagogique mais aussi ornementale, mnémonique, humoristique, sociale ou symbolique. Il s&#8217;agit de comprendre et de retenir la matière, et parfois également de lutter contre l&#8217;ennui, de personnaliser son outil d&#8217;étude ou de manifester son appartenance à des communautés, pratiques qui perdurent encore aujourd&#8217;hui.&#60;br /&#62;
Cet ouvrage accompagne l&#8217;exposition &#60;em&#62;Embellir le savoir&#60;/em&#62; (Musée L, Louvain-la-Neuve), qui retrace plusieurs siècles de prise de notes et met en lumière l&#8217;efficacité de l&#8217;image et son rôle dans l&#8217;acquisition et la transmission du savoir universitaire. Elle présente une trentaine de manuscrits datant des xviie et xviiie siècles issus des collections des Archives de l&#8217;UCLouvain, mis en regard avec des documents allant du xixe siècle à nos jours.&#60;/p&#62;</Text>
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<Text language="fre">Cet ouvrage accompagne l'exposition Embellir le savoir (Musée L, Louvain-la-Neuve), qui retrace plusieurs siècles de prise de notes et met en lumière l&#8217;efficacité de l&#8217;image et son rôle dans l&#8217;acquisition et la transmission du savoir universitaire. Elle présente une trentaine de manuscrits datant des xviie et xviiie siècles...</Text>
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<Text textformat="02">&#60;p&#62;Introduction 5&#60;br /&#62;
Gwendoline de Mûelenaere&#60;br /&#62;
Chapitre 1 Fabriquer et utiliser les notes de cours 15&#60;br /&#62;
L'étudiant au travail 17&#60;br /&#62;
Katrien Smeyers&#60;br /&#62;
Créativité et personnalisation 21&#60;br /&#62;
Véronique Fillieux&#60;br /&#62;
Évolution des techniques du xixe au xxie siècle 24&#60;br /&#62;
Nicolas Delpierre&#60;br /&#62;
Chapitre 2 Comprendre par l&#8217;image 29&#60;br /&#62;
Diagrammes logiques 30&#60;br /&#62;
Naïs Virenque&#60;br /&#62;
Les gravures scientifiques 33&#60;br /&#62;
Geert Vanpaemel&#60;br /&#62;
Rôle mnémonique du visuel 37&#60;br /&#62;
Gwendoline de Mûelenaere et Aurore François&#60;br /&#62;
Images tactiles 42&#60;br /&#62;
Gwendoline de Mûelenaere&#60;br /&#62;
Chapitre 3 Embellir le manuscrit 49&#60;br /&#62;
Langage symbolique 50&#60;br /&#62;
Gwendoline de Mûelenaere&#60;br /&#62;
L&#8217;image au service de la politique ou de la religion 55&#60;br /&#62;
Gwendoline de Mûelenaere&#60;br /&#62;
Ornements et marginalia 58&#60;br /&#62;
Caroline Heering&#60;br /&#62;
Chapitre 4 Rire et faire réfléchir 63&#60;br /&#62;
Humour et décalage 64&#60;br /&#62;
Johan Verberckmoes&#60;br /&#62;
Caput diabolicum 69&#60;br /&#62;
Gwendoline de Mûelenaere et Hélène Leblanc&#60;br /&#62;
Memento mori 74&#60;br /&#62;
Gwendoline de Mûelenaere et Elise Philippe&#60;br /&#62;
Chapitre 5 Vivre ses études 79&#60;br /&#62;
Appartenance aux pédagogies 80&#60;br /&#62;
An Smets&#60;br /&#62;
Témoignages de la vie étudiante 84&#60;br /&#62;
An Smets&#60;br /&#62;
Enseignement et décorum 88&#60;br /&#62;
Gwendoline de Mûelenaere&#60;br /&#62;
Postface 93&#60;br /&#62;
Ralph Dekoninck&#60;br /&#62;
Bibliographie 95&#60;/p&#62;</Text>
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