Réflexion épistémologique sur le « différend » qui oppose offres et demandes de savoirs savants en éducation musicale.

Abstract : The divergence between supply and demand of academic knowledge is a common problem in educational disciplines. In music education, this difficulty arises similarly to other disciplines: the didactic transposition(Verret, Chevallard...) shows the risks involved in the conversion of “pure” or “frozen” academic knowledge into“knowledge to be acquired” (e.g.: formal analysis or solfa). The relationship with knowledge (Charlot, Beillerot...) reveals the unfeasibility of the process of learning, since there is a basic lack of understanding of the uses and embedded systems related to academic knowledge (e.g.: disclosing individual pleasure simply by working on techniques or concepts), etc. My proposal, however, assumes thatgap not as a dispute impossible to solve, but rather as a “difference” à la Lyotard in which conflicts are structured for the advantage of the training institutions. The consequence of this process consists of making it impossible to think the center or practice (the individual appropriation of cultural objects) and, at the same time, allows the preservation of the epistemology of our discipline in sterile oppositions between naturalization and discovery. I propose a synthetic and interdisciplinary reflection on this gap, which may be inherent to our modernity.
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Submitted on : Tuesday, February 9, 2016 - 4:22:49 PM
Last modification on : Friday, June 14, 2019 - 1:28:10 AM

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Laurent Guirard. Réflexion épistémologique sur le « différend » qui oppose offres et demandes de savoirs savants en éducation musicale.. Recherche en éducation musicale, Université de Laval, Faculté de musique, 2015, Regards épistémologiques sur la recherche en éducation musicale, pp.93-120. ⟨hal-01271812⟩

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