Expertise et citoyenneté : les grecs anciens et nous

Ancori, Bernard

doi:10.3917/rac.008.0485

Cited by 14 publications

(3 citation statements)

References 25 publications

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“…In a research project on a topic that has not yet been very thoroughly scientifically investigated -be it the object of study "the way to and from school" or the integrative concept of "third place" and its relationship to childhood -, the involvement of non-academic actors seemed crucial to undertake a co-production of knowledge model. The aim was to adopt a more horizontal and reciprocal communication model for "scholars" and "lay people" to dialogue as equals, as described by Ancori (2009). Children are very sensitive to topics that have a significant impact on their daily lives, and build their own perspectives based on experiences and lived realities (Gillet-Swan & Sargeant, 2017;Smith et al, 2002).…”

Section: Collaboration Goalsmentioning

confidence: 99%

Children as Co-researchers: A Transdisciplinary and Participatory Process

Moody¹,

Darbellay²,

Camponovo³

et al. 2021

Ethics and Integrity in Research With Children and Young People

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Section: Collaboration Goalsmentioning

confidence: 99%

Children as Co-researchers: A Transdisciplinary and Participatory Process

Moody¹,

Darbellay²,

Camponovo³

et al. 2021

Ethics and Integrity in Research With Children and Young People

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“…2.1.1 The expert's scientific knowledge. The status of scientific knowledge has long been debated in the field of Science Philosophy but the most relevant discussions concerning scientific experts were brought by sociologists (Ancori, 2009). Over three centuries, Science has emerged by opposition of common sense (Bachelard).…”

Section: The Cognitive Dimension Of the Expertmentioning

confidence: 99%

Solicitation of experts in an undetermined environment: the case of a polar exploration

Bootz

Lièvre

Schenk

2015

Journal of Knowledge Management

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Purpose – The purpose of this paper is to understand the solicitation of outside experts in the upstream phase of innovation projects, which fall within the scope of the exploration and which take place within a context of radical uncertainty: how are these experts identified, selected and mobilised? While companies are compelled to manage exploration projects, the processes underlying the expansion of knowledge in these projects are not well known. Design/methodology/approach – Based on the literature, this paper first presents a conceptual view of the notion of expert. Then, the research question is analyzed by means of a case study of a polar expedition. The project leader seeks a knowledgeable person who has never been identified as an expert, but whose knowledge is essential. Findings – The expert appears both in his cognitive and social dimensions. Moreover, he emerges out of the situation, on the basis of neither strong nor weak signals. The rationality of expert solicitation falls within a pragmatic logic where the acquired knowledge must reduce the uncertainty so that the project can progress. The learning process enables to increase gradually the knowledge of the actor but also to build the legitimacy required in order to have access to the expert. Practical implications – Findings can be translated in more general situations. Indeed, polar expeditions projects and exploratory innovation projects (Garel and Lièvre, 2010) possess some common characteristics: lack of knowledge concerning, timing issues, need to implement a pragmatic, enquiry-based learning. These projects strongly rely on external expert knowledge. This case study suggests that, while it may be useful, planning should not strictly define the course of action. A central competence of the project leader is to manage the duality between planning and adaptation. This implies the ability to adapt, to detect and to assess human resources and knowledge flows rapidly, as well as to weave social links inside and outside the organisation. Originality/value – The existing literature offers a comprehensive view of experts in an organisation. However, the questions of expert selection and identification remain open. This paper fills a gap in the literature concerning the way experts are identified and selected. The case study shows that identifying experts does not solely depend on weak signals (reputation) or on strong signals (the expert’s social status). Rather, the expert emerges in the situation, in an unexpected way. The expert’s social dimension is not sufficient and one must look to the cognitive roots of the expertise. On the other hand, the fact is emphasised that the expert is a social construct which emerges from the solicitation process.

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“…The members of the group reflected on the forms of reasoning they had been following, in connection with the stages of the construction of the knowledge, derived from the 'experiential learning process' (Kolb 1984). We had both sensory knowledge and expert knowledge corresponding to the sociotechnical expertise model (Ancori 2009). To imagine and convey what the proposition 'all knowledge is legitimate' meant to each participant, the group used the 'tripolar theory of formation' (Pineau 1989; Fig.…”

Section: Stage 2: Stating the Principle Of Recognition Of All Knowledmentioning

confidence: 99%

Linking the knowledge and reasoning of dissenting actors fosters a bottom-up design of agroecological viticulture

Moneyron¹,

Lallemand²,

Schmitt³

et al. 2017

Agron. Sustain. Dev.

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Wine growing has a high economic value globally, and vineyards, with their centenarian grape varieties, are an integral part of our societies. Yet with the use of spraying to control pathogens and weeds, mainstream viticulture has become a big pesticide consumer. Criticism of this conventional type of viticulture and its environmental/health impacts is increasing strongly throughout society. Until now, mainstream 'top-down' scientific-technical developments have focused on breeding for new varieties and on designing new agronomic models. In parallel, organic and biodynamic practices have been developing alternatives. Either way, changes do not develop on the expected time scale. We posit that the diversity of actors concerned, from winegrowers to technical advisers, consumer associations, conservationists, elected representatives, citizens, and scientists, all contribute to the perpetuation of a constrained situation, through their differences in perspectives and practices, positions, knowledge, and reasoning. To untangle this situation, we brought together these dissenting actors. With a view to resolving the epistemological challenges, we then characterized four types of knowledge, along with the reasoning in play, and designed a tetrahedral model to legitimize and inter-relate them. This tetrahedron supported coconstruction of a collective epistemology after a paradigm shift, in which the dissensus became a resource on numerous occasions. We then highlighted masked double-bind situations and went further, developing a seven-step Argonaut to conduct the project. New practices were designed, to do away with herbicides and develop ecological grassing. They were implemented on a large scale in vineyards, within a short time frame, while enhancing the value of a neighbouring nature reserve. Projects currently underway in Switzerland, Germany, and France suggest that differences in knowledge are enriching, and yet that the reasoning at play fit with our tetrahedron model. We thus show that dissenting actors can dissolve agronomic/economic/ecological dilemmas, while acting under uncertainty, and foster agroecology development.

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Expertise et citoyenneté : les grecs anciens et nous

Cited by 14 publications

References 25 publications

Children as Co-researchers: A Transdisciplinary and Participatory Process

Children as Co-researchers: A Transdisciplinary and Participatory Process

Solicitation of experts in an undetermined environment: the case of a polar exploration

Linking the knowledge and reasoning of dissenting actors fosters a bottom-up design of agroecological viticulture

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