Conférence de Pierre-Michel Menger, professeur au Collège de France

Cette conférence est organisée par le Département de sociologie historique (FHS UK) dans le cadre de son programme Historicko-sociologických konfrontací.

Organisateurs : HISO FHS UK & CEFRES
Où : CEFRES, Na Florenci 3, bâtiment C, 3e étage, salle de conférence
Langue : anglais

Pierre-Michel Menger (1953) est un sociologue français connu pour ses travaux en sociologie de l’art et de la création. Professeur au Collège de France (Chaire de Sociologie du Travail Créateur) et à l’EHESS, il est notamment l’auteur de Le Travail créateur. S’accomplir dans l’incertain (Paris, Gallimard / Seuil, 2009) et de Portrait de l’artiste en travailleur (Paris, République des Idées & Seuil, 2003).
En lire plus sur le site du Collège de France

Résumé (en anglais)

During the last fifteen years, European reforms in higher education have introduced differentiation in the fabric of academia, and triggered transformations in academic careers even if the various scientific disciplines and generations of academic researchers have been unequally exposed to the main impact of these reforms, that of a pervasive growth of individual and institutional competition on a national and international scale. Competition alters the architecture of organizations, the principles underpinning the evaluation of academic work and workers, the coupling of teaching and research, the incentive tools for scientific production, and the correlation between working conditions and salary levels.

How is the functional link between teaching and research still to be understood in a context of heightened competition between and within universities? Three options surface: complementarity; substitution; sheer dissimilarity and nil correlation between quality of teaching and research.

Analyzing the asymmetrical relationship between the two tasks seems to provide a fruitful agenda of investigation. There are striking dissimilarities between them: the production function of teaching is additive, while that of research is multiplicative. This is why management of research activities has granted increasing importance to the concentration of critical masses of talent to leverage the faculty’s research potential. Meanwhile, teaching staff becomes more substitutable once they move (or are moved) away from the frontiers of advanced research. Unsurprisingly, given the crucial importance of reputational capital to higher education institutions, tension between research and teaching missions is mounting.

My main argument is as follows. In research, the distribution of individual productivity and professional visibility has a highly skewed, Pareto-like profile, whereas individual performance in teaching has a normal, Gaussian, distribution. Since the chances of success in each activity are distributed very differently, their conjunction functions like a risk management mechanism, both individually and collectively. Yet given the differential return on effort and ability in the two tasks, complementarity is best understood when redefined as complementarity under asymmetry.

Une conférence de Philippe Descola organisée par l’Institut de Philosophie de l’Académie des Sciences et le CEFRES avec la coopération de l’Institut français de Prague.

Lieu : salle de conférence, Jilská 1, Prague 1
Langue : anglais

Résumé (en anglais)

The key concept and methodological tool of Lévi-Straussian structural anthropology is the group of transformation. A structure, understood as a system of contrastive oppositions, only acquires an analytical dynamism thanks to its capacity to organize the transformations between the models of a same group of phenomena. For a structure to be differentiated from a mere system, then, invariant relations must be brought to light between the elements and the relations of different sets so that each of these is connected to another by the means of a transformation. However, there are different ways to conceive a structural transformation in anthropology. The lecture will explore some of them, particularly those used by the lecturer in his book Beyond Nature and Culture (2013), and will build on these results to approach the epistemological consequences of apprehending ontological pluralism as a group of transformation.

Philippe Descola est anthropologue et philosophe, formé à l’École normale supérieure de Saint-Cloud, à l’Université Paris X et à l’EPHE. Il est aujourd’hui directeur d’études à l’EHESS et, depuis 2000, titulaire de la chaire d’Anthropologie de la nature au Collège de France. Il dirige le Laboratoire d’anthropologie sociale (Collège de France,  EHESS, CNRS). Spécialiste de l’anthropologie de la nature, il a notamment collaboré à l’écriture de Nature and Society (Routledge, 1996, traduit en espagnol), coédité avec G. Pálsson, ou encore du Dictionnaire de l’ethnologie et de l’anthropologie (PUF, 1991). Son anthropologie comparative des rapports entre humains et non-humains l’a conduit à publier de nombreux livres majeurs où il cherche à remettre en cause et dépasser l’opposition entre nature et sociétés, par exemple dans Par-delà nature et culture, en 2005.
Pour en savoir plus, voir le site du Collège de France.