Abstract
The chapter aims at better understanding what conditions and through what processes does transmission in a given occupation allow for individuation (instead of mere reproduction). To put it simply, individuation is to be understood here as the process through which novices in a given occupation gradually find their own personal way of thinking and doing things while incorporating the knowledge and practices being transmitted to them by the reference model. This view is based mainly on the French concept of “subjectivation,” as elaborated by Richard and Wainrib. In educational contexts, individuation implies some gradual detachment of learners from the reference expert model at four levels: (1) cognitive, (2) behavioral, (3) affective, and (4) related to identity. The chapter examines the role of “macro” factors (i.e., related to the nature and evolution of the profession itself and its context) and “micro” factors (i.e., related to learners’ interactions with their trainers and peers). This discussion is based mainly on two exploratory studies currently conducted at the University of Geneva. The first study focuses on the transmission process with experienced farmers who are converting to organic farming in Belgium and in France. This study highlights mainly “macro” factors of individuation. The second study deals with transmission in the context of students enrolled in a university master’s degree program in developmental psychology. This second study highlights primarily “micro” factors of individuation.
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Notes
- 1.
- 2.
- 3.
Examples will be provided below.
- 4.
At the time of writing this chapter, only dataset #1 was entirely collected and analyzed. The other three were not yet entirely completed. This is why, at this point, most of the observations reported here come from the first dataset. We will also mention only those observations directly related to the individuation issue.
- 5.
This dataset is part of a master’s thesis research conducted at the University of Louvain which has just been completed by Florence Beghuin, under E. Bourgeois’s supervision (Beghuin 2014).
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- 7.
Study conducted in collaboration with the French Biodynamic Agriculture Movement (MABD).
- 8.
Brevet Professionnel Responsable d’Exploitation Agricole (BPREA).
- 9.
Study conducted in collaboration with the French Biodynamic Agriculture Movement (MABD).
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For example (Thun 2008).
- 11.
Although in dataset #3 students are mostly young adults, with already some life and professional experience background (although most often outside agriculture), who are mostly too in a self-directed learning process, having deliberately made the choice to shift to the vocation of organic farming, based on strong social and personal values.
- 12.
For an extensive discussion of this paradox, see Meirieu (2013).
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Bourgeois, E., Allegra, J., Mornata, C. (2015). Transmission and Individuation in the Workplace. In: Filliettaz, L., Billett, S. (eds) Francophone Perspectives of Learning Through Work. Professional and Practice-based Learning, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-18669-6_15
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