La « grande standardisation » et les transformations du savoir dans les sociétés technoscientifiques

Abstract

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

New missions for universities in the era of innovation: European and global perspectives for excellence and sustainability

“…The evolution of national research and development systems highlights a shift towards promoting individual initiative and creativity, aligning with international consensus advocated by organizations like the OECD, UNESCO, and the European Union. The emphasis on individual creativity varies across sectors, with scientific curiosity valued in industrial design and R&D services, while creative and cooperative capacity takes precedence in education, management, corporate governance, and urban innovation policies (Nowotny, 2008;Ruano-Borbalan, 2017). Thus, during the same time, framed by the affirmation of the new regime of strategic knowledge and research, the Higher Education landscape evolved quantitatively and qualitatively.…”

“…), and the importance henceforth accorded to the social division of labor and the scientific organization of industrial production in this mechanized and “harmonious” vision. (Ruano-Borbalan, 2017).…”

“…This process “metabolizes” discourses of change and innovation through active pedagogy promoting creativity and project (the flip side of which is a very powerful technical or administrative standardization) within Higher Education (Ruano-Borbalan, 2017) or now compulsory education. Using Management and engineering schools or entrepreneurial programs as vectors, It is an essential part in the dissemination of the doctrine of innovation and creativity within society, in the multiple forms of social or political action.…”

“…On the other hand, scientific, engineering, management or media discourse continues to value the development of innovation and industrial development. (Ruano-Borbalan, 2021).…”

Online engineering education for manufacturing technology: Is a remote experiment a suitable tool to teach competences for “Working 4.0”?

“…In this context, carrying out experiments, evaluating measuring data and solving connected exercises have gained in importance in most of the research-oriented and applied degree programmes (May, 2017;Morace, May, Terkowsky, & Reynet, 2017). Especially in highly-industrialised countries, laboratory education will become even more important in the future, as technological changes and the ongoing digital transformation are expected to constantly change the world of work (Ruano-Borbalan, 2017a). Hence, engineering students must be prepared at a theoretical, empirical and practical level (acatech, 2016;Tekkaya et al, 2016).…”