L’article montre la généralisation depuis deux siècles de la technoscience industrielle, l’extension de l’éducation et de la formation dans les pays développés, le développement des médias de masse. Il souligne l’avènement d’un nouveau régime dominant de production technoscientifique depuis les années 1980, la généralisation planétaire de la scolarisation et de la communication de masse ou en réseau, tous processus fondés sur une forte standardisation. La standardisation du savoir porte aujourd’hui sur les comportements et de l’acquisition des « compétences » ( key competencies, transfer of economic valuable knowledge ). Cette mise en standard des comportements se nourrit d’un contrepoint : la promotion de la créativité et de l’identité individuelle. Ces derniers discours, fondés sur une tradition longue d’innovation pédagogique ou entrepreneuriale, sont aujourd’hui promus par de nombreux acteurs institutionnels, économiques, politiques et sociaux. Ils constituent l’envers en tension de la généralisation des formes de la standardisation massive du savoir et de la connaissance. JEL Codes: O31, Y80
Higher education has adopted an innovation imperative that has driven significant transformations in the sector.A new kind of learning programme, based on problemsolving, design thinking, creativity and "pluridisciplinarity" has emerged in the last two decades and become an emblematic form of learning to cope with current "complex" economic and societal problems by examining their roots at ground level. The French case study allows one to understand the distance between general policy orientations for innovation and actors' capacity and the need to take into account the local context.
Over the last two decades, a new kind of learning programme to promote innovation and ‘individual creativity’ has seemed to flourish at the global level in numerous universities, engineering and business schools within industrial and emergent countries. If some are really well known, such as the Stanford D. School, many have been created within old institutions. In France, the empirical field of the article, one can count more than 20 innovation/design schools. These ‘innovation’ training courses are based on participative pedagogical approaches, often mainly related to ‘design thinking’ methods, linked to new technologies, multidisciplinary projects and prototyping activities. The article aims to consider design or innovation schools in France as a result of the complex interaction between the historical roots of French higher technical education and new education pathways arising from the transfer of an international standardised model that began in Stanford or the U.S
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