The Factory of knowledge in the educational field (19th-20th centuries)
Within the framework of activities of the Maison de l'Histoire of the University of Geneva, we carried out a collective research on the actors of the knowledge factory and construction of new disciplinary fields, associating teams of historians of letters, sciences and of the FPSE. This program questions, from a historical perspective, the very notion of knowledge, the actual practices of the construction of knowledge, the role of individual and collective actors and the phenomenon of disciplinarisation (emergence of disciplines). Its main purpose is to articulate a general discourse on the fabric of knowledge and field surveys likely to constitute so many case studies.
The specific project of the ERHISE team has studied the way in which the fabric of knowledge has evolved in the educational field since the middle of the 19th century until today. He is interested primarily in the structure of this factory: who are the main protagonists and what are the relationships between them; what are the material and organizational conditions that they give themselves to renew knowledge in the field of education; What local, regional, national and international networks do they belong to?
We have also deciphered the nature of the knowledge thus produced by the various protagonists over time: how do the knowledge prevailing in the pedagogical field specialize (diffuse/constituted knowledge, praxeological and prescriptive knowledge/theoretical and disciplinary knowledge); what new disciplinary differentiations result, helping to redefine the boundaries between emerging and established sciences; what internationally available theories are convened as a reference and how are they reinterpreted when they circulate across geographical and disciplinary boundaries; how do these transformations contribute to the emergence of the disciplinary field "scienceS of education" and to new forms of expertise (internal and external to the scientific field)?