Pouvons-nous être réalistes et dire le vrai en sciences humaines, lorsque nous étudions nos façons de penser, de faire sens, de nous comporter ? Habituellement, les SH donnent à cette question une réponse métaphysique en se fondant dans la réalité et la vérité des choses qu'elles examinent vues comme spécifiquement humaines. Mais nous n'attendons des SH qu'une étude de la compréhension humaine, et en cela elles ne sont que des activités ordinaires utilisant le langage. Notre question doit donc être posée dans le langage ordinaire. Cependant, à considérer que sens et compréhension ne sont que des usages, on est enclin à considérer tout savoir à ce propos comme relatif à une situation ; la vérité peut alors être considérée comme relative, et les SH comme irréalistes. Nos sciences méritent une autre voie autorisant un usage réaliste de ''vrai''. Je soutiens que ceci peut être trouvé dans une philosophie du langage ordinaire qui partage avec les SH la même matière première : le sens, la compréhension. D'Austin elles peuvent hériter sa conception non-essentielle de ce qui apparaît comme réalité dans la signification ; de Cavell, l'analyse de la compréhension dans notre accord dans le langage ; de Diamond, une solution à la question du réalisme en le prenant en considération dans nos attitudes. Pour illustrer ces usages de ''vrai'' en SH, je propose une lecture de Foucault montrant sa manière de rechercher une attitude réaliste. En conclusion, je décris comment les SH doivent être vues comme des pratiques : non pas dans un espoir de vérification, mais dans l'acceptation de leur dépendance à nos usages de ''vrai'' et à nos attitudes. / Is it possible to be realistic and say truth in human and social sciences (HS), when examining the way we thought, mean, or behave? Traditionnally, the HS answer these questions in a metaphysical way, founding themselves in the reality and truth of things they examine seen as specifically human. But what we are asking to the HS is no more than examining human comprehension – in this, they are just ordinary activities using the language. So, our question is one of these to be answered within the ordinary language. In an opposite way, when considering that meaning and comprehension are no more but uses, one may incline to consider any knowledge about this as absolutely relative to situations; truth itself may be seen as relative, and HS as non-realistic. These two ways are aporetic: on one side, the HS appear as non-scientific and metaphorical discourses, on the other, quite impossible. Our sciences are worth another way making possible realistic uses of ''true''; I hold that this can be found in a philosophy of ordinary language sharing with HS the same material: meaning, mutual comprehension. From Austin, they can inherit a non-essential conception of what appears as reality in meaning; from Cavell, the analysis of human comprehension in our agreement within the langage; from Diamond, a solution to the question of realism by considering it in our attitudes. To illustrate these uses of ''true'' in HS, I propose a reading of Foucault showing him search a realistic attitude. As a conclusion, I describe how HS must be seen as practices: not in a verificationist hope, but in the acceptation of their depending of our uses of ''true'' and attitudes.

Cette thèse analyse la division moderne des domaines des sciences de la musique et la hiérarchisation des répertoires musicaux qui lui est corrélative. La recherche s’appuie sur une enquête socio-historique menée à partir du cas français et sur plusieurs sources courant du début du XVIIème au milieu du XXème siècle. Elle mobilise des ressources manuscrites et imprimées (documents administratifs, archives savantes et muséales, actes de congrès et autres imprimés issus des Expositions universelles, archives du secteur de l’édition, pièces documentant la collecte et la conservation d’instruments de musique, de chansons et d’enregistrements sonores) qui sont traitées à l’aide de plusieurs méthodes (analyse lexicale, sociologie des textes, bases de données, ethnographie historique). L’enquête met en lumière une configuration de patrimonialisation de la musique pilotée par l’État-nation français, qui participe d’un processus de longue durée de différenciation du social par la musique. Des opérations de collecte et de conservation des objets de musique sont impulsées par le Second Empire et confortées par la Troisième République. Elles concourent à assigner certains répertoires, portés par des populations vivantes, à une anhistoricité – un en-deçà de l’histoire. Ce partage est analysé comme un système de domination symbolique institué par plusieurs administrations (Instruction publique, Commerce et Industrie, Beaux-Arts, Colonies), produit et reproduit par différent·e·s agent·e·s mandaté·e·s par l’État (Professeur·e·s, académicien·ne·s, conservateurs et conservatrices, dirigeant·e·s territoriaux). / In this dissertation, I analyse how, in the modern period, the different scientific domains dealing with music were divided, and how, at the same time, musical repertories were organised into a hierarchy. This research, focused on the French case, is based on a socio-historical enquiry and on several sources dating from the beginning of the seventeenth to the mid-twentieth century. Those sources are both manuscript and printed, and range from administrative documents, scientific and museum archives, conference proceedings and other printed sources related to the Universal Exhibitions, to archives from the publishing sector and other pieces related to the collection and curating of musical instruments, songs and audio recordings. The following methods were mobilised : lexical analysis, textual sociology, databases and historical ethnography. The enquiry emphasizes a configuration of the process of making music a part of national heritage by the French State, which is also a long-term process of social differentiation through the music. Collecting and curating operations of musical objects were initiated by the Second Empire and consolidated by the Third Republic. These operations have contributed to make certain repertories anhistorical, kept in a zone below history. This separation is analysed as a symbolic domination system, which was enacted by several administrations (Public Instruction, Trading and Industry, Fine Arts, Colonies), produced and reproduced by different agents commissioned by the State (teachers and professors, academicians, curators, territorial leaders).

Les formes et enjeux de la sociabilité dans les équipes de recherche en Sciences Humaines et Sociales (SHS) sont des questions complexes. Etudier cette sociabilité sous l’angle des Sciences de l’Information et de la Communication (anthropologie de la communication, ethnographie de laboratoire) au moyen d’enquêtes de terrain (observations, entretiens compréhensifs) et des sciences de gestion-management, avec au centre la notion de coopétition issue du monde de l’entreprise, permet de redéfinir la sociabilité propre à la recherche comme « convivialisme coopétitif ». Cette thèse entend spécifier ce qui caractérise l’univers de la recherche et, en particulier de la recherche en SHS. Il ressort de ce travail que si compétition et coopération fonctionnent de concert (coopétition), la convivialité, comme attitude de communication et climat interactionnel global, constitue une spécificité des milieux scientifiques. Ainsi, trois formes de convivialisme coopétitif sont présentées : une « cohésive » avec un fort esprit de corps dans les laboratoires seniors, une « mimétique » dans les laboratoires juniors cherchant leur identité entre conservation et innovation, et enfin une « convergente » dans les instituts interdisciplinaires seniors. Le critère générationnel (senior/junior) et l’étude des systèmes de pouvoirs via trois types de leaderships (scientifique, administratif, vulgarisation) en fonction des contextes (histoire des sciences) ont permis de révéler l’externalisation que subit le métier de chercheur vers la société. Les enjeux sont ceux de la formation académique, de la valorisation du métier, et des enjeux de services. Ils sont le reflet d’une recherche en pleine mutation. / The forms and the stakes of the sociability in research teams of Human and Social Sciences (HSS) are complex questions. To study this sociability under the angle of the Sciences of Information and the Communication (anthropology of communication, ethnography of laboratory) by means of fields investigations (observations, comprehensive interviews) and sciences of management, with the central notion of coopetition stemming from the business world, allows one to redefine the sociability in research as « coopetitive convivialism ». This work attemps to specify what characterizes the universe of research, and particularly the research in HSS. It emerges from this work that if competition and cooperation work together, conviviality, as communication’s behavior and global climate of interactions, constitutes a specificity of scientific circles. Therfore, three forms of coopetitive convivialism are introduced in this thesis : the first one being an « inclusive convivialism » with a strong link between people in the senior laboratories, a « mimetic convivialism » in the junior laboratories witch are looking for their identity between preservation and innovation, and finally a « convergent convivialism » in the senior interdisciplinary institutes. The criterion of generation (senior / junior) and the study of systems of powers via three types of leaderships (scientific, administrative, popularization) according to contexts (history of science) allows to reveal the mutation of researcher's role witch is more and more engaged in an respectuous relation with society. The stakes of this subject concern the academic training, the valuation of the job, and the stakes of services provided. Consequently, they show that Research is evolving fast.

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)