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  TECHNIQUES, EMPIRICAL KNOWLEDGES :
(texte français: cliquez ici)   Transmission as a social act

 

Moreover, the relation between the holder of a technique and the one to whom it is transmitted is never totally technological, but has always a social and cultural dimension.
INTRODUCTION
FOREIGN LOOK, INNER LOOK
TECHNIQUES, EMPIRICAL KNOWLEDGES
1 Transmitting through experience
2 Knowing through all senses
3

Transmission as social act

4

Institutions uses for transmission
TERRITORY AND MEANING OF THE PLACE
KINSHIP AND SOCIAL ORGANISATION
CUSTOM, CEREMONIAL AND RITE
TALE, LEGEND, ART OF NARRATION
EPIC, DEPHTS OF HISTORY
WHAT IS CALLED VAMPIRE
IMAGINE AND THINK THE NEXT WORLD
A young craftsman (drawn to a much larger scale than the other figures) leaves his native town in order to achieve his skills as a journeyman by a Tour of France. Pen drawing with watercolor. around 1840.
 
In every instance where (an) article is made in the home, the relationship between the master who possesses the technical skill and the apprentice to whom it is imparted is a complex one. They may be related by bloodfather-son, mother-daughter, oldest son-youngest son- or by position in the household -master-servant, old retainer-master's son, etc. -with all of the dissymmetry implicit in the latter. The transfer of skills is never haphazard; the network it follows has a sequential structure. Hence it is by no means accidental or owing to some mysterious inertia that works produced in the home perpetuate ancient techniques and skills long forgotten elsewhere, but, rather, because of the structure of domestic relationships. To be sure, the conditions of home production are not such that each unit functions as a Leibinitzean monad, a closed world, a microcosm within the macrocosm. The group of people engaged in the production of an article may-especially in winter-include friends and neighbors. In this case, skills can be exchanged within a structure of symmetrical relationships. Young men leave home, either for military service or to serve their apprenticeship, and come back with new skills to teach their relatives- skills developed in other places and according to other norms. But techniques learned in the army or in a workshop or factory are generally different in kind and cannot be passed on for home production without considerable modification. The regimental forge or the saddlery of a cavalry squadron do not provide viable models. The more specialized the methods of production these young men are exposed to, the less easily they can be adapted to the home. Hence the conditions that preserve skills unchanged are the same ones that prevent the learning of new skills from the outside world. Everything conspires to make home production a conservatory of skills and customs.   next
    J.C.: L'Art Populaire en France, Fribourg, Office du Livre, 1975, p.206
   
 
 
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