L’introuvable objet de la transmission

Chevallier, Denis; Chiva, Isac

doi:10.4000/books.editionsmsh.3825

Cited by 10 publications

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“…Dans une activité technique, tout n'est jamais patrimonialisable et l'acte de mise en patrimoine suppose nécessairement une restriction et donc un choix préalable. Aussi, en vertu de quels critères fixer, par exemple, des « partages » et des « frontières » au sein du métier d'horloger pour y caractériser le « savoir efficace » (Chevallier, 1991), ce qui en témoigne et ce qui n'en relève pas? En quoi le choix qui préside à l'objectivation du savoir-faire en patrimoine reconduit-il les normes arbitraires, inhérentes au métier?…”

Section: Le Paradigme De « Patrimoine Culturel Immatériel » En Questionunclassified

“…Il s'agit là d'insolubles questions pour la cause patrimoniale. Ce d'autant plus que comme n'importe quel « objet de la transmission », le savoir-faire horloger est « introuvable » (Chevallier et Chiva, 1991) tant il se disperse dans une multitude de gestes, de perceptions, de maniement d'objets, de valeurs et de temporalités diffuses (Adell, 2010). En outre, l'industrie horlogère suisse n'est de loin pas composée que d'horlogers et comme le rappelle la Convention patronale de l'industrie horlogère, « la panoplie de métiers de la branche horlogère [étant] très vaste […], [l]es horlogers diplômés ne constituent qu'un petit pourcentage de l'ensemble des travailleurs 5 ».…”

Section: Le Paradigme De « Patrimoine Culturel Immatériel » En Questionunclassified

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La captation patrimoniale des savoir-faire horlogers au risque de leur transmission

Munz

2016

ethno

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À partir d’une ethnographie de la transmission du métier d’horloger réalisée dans diverses écoles professionnelles de l’Arc jurassien suisse, cet article entend critiquer le paradigme de « patrimoine culturel immatériel » et l’ambition de sauvegarde des « savoir-faire traditionnels » qu’exprime la Convention pour la sauvegarde du patrimoine culturel immatériel (2003) de l’UNESCO. La description de caractéristiques propres à la didactique professionnelle et à la manière dont les acteurs qui la mettent en oeuvre qualifient ce qu’est une compétence en horlogerie permet tout d’abord de montrer que la Convention ne peut pas constituer un opérateur de transmission du savoir horloger. En deuxième lieu, il convient de relever que la figure de la transmission que la Convention met en exergue est anthropocentrée et que les dynamiques d’apprentissage du métier dans le cadre scolaire l’invalident. Elles font en effet des objets d’importants opérateurs de transmission de la gestualité et des techniques horlogères. Enfin, l’auteur fait voir que la distinction entre paradigme pédagogique (basé sur un impératif de transparence) et paradigme initiatique (qui fait la part belle aux secrets) ne permet pas de caractériser l’apprentissage dans le cadre des écoles d’horlogerie. La transmission horlogère s’opère également dans des pratiques de voilement/dévoilement sans que l’explicitation des savoirs en soit toujours une condition, ce qui contrarie fortement le principe de sauvegarde qu’incarne la Convention.Beginning with an ethnography of the transmission of the watch making trade carried on in various vocational schools in Switzerland’s Jura Arc, this article involves a critical review of the “intangible cultural heritage” paradigm and the ambition to conserve “traditional know-how” such as outlined in the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage (2003). The description of characteristics belonging to vocational training and the way in which actors who practise it qualify what is a watch making skill makes it possible first to show that the Convention cannot constitute an operant of transfer in terms of watch making expertise. Secondly, It is appropriate to mention that the image of transfer which the Convention highlights is anthropocentric and that the learning dynamics of the trade invalidate it in the educational context. In fact, they make gestuality and watch making techniques into important transfer operants. Finally, the author shows that the distinction between the teaching paradigm (based on the necessity of transparency) and the initiatory paradigm (honouring the secrets) does not enable the classifying of the training in watch making schools. The passing on of skills in watch making is also at work in the practices of concealing/revealing without the necessity of always making the knowledge explicit. This strongly contradicts the principle of conservation embodied in the Convention

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Section: Le Paradigme De « Patrimoine Culturel Immatériel » En Questionunclassified

La captation patrimoniale des savoir-faire horlogers au risque de leur transmission

Munz

2016

ethno

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“…The individuation process in learning is addressed mostly from a psychoanalytical point of view (Bion 1979;Delannoy 1997;Kaës 2011;Richard and Wainrib 2006;Winnicott 1971). Last but not the least, the anthropological/ethnographic French literature on transmission in various occupational areas (Burnay 2011;Burnay and Klein 2009;Chevallier 1991;Dolbeau 2012;Nizet et al 2009) is also a central reference in some of those contributions. Collectively, workplace learning is approached in those contributions clearly from a range of disciplinary perspectives.…”

Section: Theoretical Conceptual and Disciplinary Frames Of Referencementioning

confidence: 99%

“…movements, sensorimotor perception, planning), characteristics of the material to be worked on, tools used and various working conditions. These skills, built up by memorising experiences, on the one hand, require particular mental aptitudes (Chevallier and Chiva 1991) to integrate them and organise them to meet individuals' needs in the context (e.g. technical, organisational, social conditions, etc.)…”

Section: Chapter 12mentioning

confidence: 99%

Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience.There are a range of scientific challenges and important focuses within the field of professional learning. These include:-understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. -analytical explications of those processes that support learning at an individual and an organisational level. -understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning.The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations.More information about this series at

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“…Know-how contrasts with formal knowledge in that it is unable to be sold or copied (Deforge, 1991). More recently, Barbier (1996) and Moity-Maïzi and Muchnik (2005) favoured a distinction between knowhow and knowledge to identify know-how as 'all acquired, incorporated and transmitted competencies which can be seen in the technical act and which require the mobilisation of a large volume of knowledge and representations' (Chevallier and Chiva, 1991). Consequently, it is an ability referring to past experience while anticipating a future situation, related to the Greek métis (Détienne and Vernant, 1974) as a genuine, practical and cunning intelligence that allows the craftsman to adapt to changing situations.…”

Section: Technical Activity and Know-how As An Anchoring Point For Inmentioning

confidence: 99%

Ecology and Culture: The Territorial Anchorage of Corsican Cheese Producers' Knowledge

Bouché¹,

Moity-Maïzi²

2009

Outlook Agric

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Given that the core concern of any localized agri-food system (LAFS) is its heritage, the know-how historically encapsulated in agri-food products can determine their territorial entrenchment. The authors consider this know-how as a complex resource that can be exploited through interactions among technical, relational, cultural and cognitive components. They analyse the know-how associated with the LAFS of cheese production in Corsica, combining anthropological and systemic approaches to explore the concept of territorially anchored collective know-how. The paper emphasizes that knowledge about interactions between potential collective resources, such as that relating to animal husbandry and cheese production, does not necessarily belong to the same cultural phase or have the same transience as a historical building process.

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L’introuvable objet de la transmission

Cited by 10 publications

References 0 publications

La captation patrimoniale des savoir-faire horlogers au risque de leur transmission

La captation patrimoniale des savoir-faire horlogers au risque de leur transmission

Francophone Perspectives of Learning Through Work

Ecology and Culture: The Territorial Anchorage of Corsican Cheese Producers' Knowledge

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