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MEMOIRE HDR Synthèse PETITGIR Conservatoire national des arts et métiers Ecole doctorale Abbé Grégoire Habilitation à diriger des recherches Mémoire de synthèse des travaux de recherche et perspectives Mémoire inédit : « Pour une histoire des rapports entre savoirs mathématiques et instrumentation au 20ème siècle » Dossier présenté par Loïc PETITGIRARD, le 6 décembre 2019 Jury M. Thomas Archibald, Professeur à la Simon Fraser University (rapporteur) M. David Aubin, Professeur à l’Université Pierre-et-Marie-Curie (Paris 6) (président) Mme Muriel Guedj, Maîtresse de conférences HDR à l’Université de Montpellier M. Marc Himbert, Professeur du Cnam M. Jean-Claude Ruano-Borbalan, Professeur du Cnam (garant) Mme Rossana Tazzioli, Professeure à l’Université de Lille (rapporteure) Mme Renate Tobies, Dr. Habilit. Université d'Iena M. Dominique Tournès, Professeur à l’Université de la Réunion (rapporteur) 2 Mémoire de synthèse Loïc PETITGIRARD Cnam - Laboratoire HT2S (Laboratoire « Histoire des Techno- Sciences en Société » - Cnam– EA 3716) Partie 1 - Synthèse des travaux de recherche et perspectives Partie 2 - Mémoire inédit : « Pour une histoire des rapports entre savoirs mathématiques et instrumentation au 20ème siècle » 3 Remerciements Je tiens à remercier chaleureusement Thomas Archibald, David Aubin, Muriel Guedj, Marc Himbert, Jean-Claude Ruano-Borbalan, Rossana Tazzioli, Renate Tobies et Dominique Tournès d’avoir accepté de participer à mon jury d’Habilitation à diriger des recherches. Ce mémoire est le résultat de 15 ans de recherches, de rencontres, de pérégrinations dans l’enseignement supérieur et la recherche, avec deux Alma mater : l’Université Lyon 2, lieu de ma formation à la recherche, et le Conservatoire national des arts et métiers où se sont déployées mes travaux après ma thèse. Ma culture de la recherche historique a été forgée à Lyon auprès de Girolamo Ramunni, tristement décédé récemment. C’est avec Jean-Claude Ruano-Borbalan que j’ai pu trouver un second élan et ouvrir de nouveaux horizons de recherche. Je les remercie pour les échanges si nombreux et la confiance, indispensable, qu’ils ont placée en moi. J’ai pu en outre bénéficier d’un temps hors des contraintes habituelles de l’enseignement supérieur et de son administration grâce à un CRCT attribué par le Cnam. Le soutien de toute la direction de la recherche a beaucoup compté dans ce long processus. Je remercie tout particulièrement Clotilde Ferroud, Stéphane Lefebvre et Johanna Roux pour leur bienveillance et leur disponibilité. Si mes travaux ont été fortement empreints d’histoire intellectuelle et conceptuelle à leurs débuts, la variété de mes axes de recherche a été le fruit de multiples collaborations. J’adresse des remerciements particuliers à quelques-un.e.s qui ont joué un rôle de phare, d’aiguillage et de meilleur conseiller. Mes remerciements vont bien sûr à Dominique Tournès et Marie-José Durand-Richard pour les nombreux échanges que nous avons eus depuis une fameuse exposition « Venez prendre l’aire ! » au Musée des arts et métiers. Peu après ma thèse, c’est Jean-Pierre Kahane, voyant loin et clair, qui m’avait indiqué le chemin de l’histoire de l’analyse harmonique. Ses encouragements m’ont marqué, j’espère avoir été à la hauteur de ses attentes. Naturellement, toutes mes perspectives de recherche doivent beaucoup à mon inscription institutionnelle au Cnam qui m’a offert de nombreuses opportunités, impensables dans d’autres contextes. La laboratoire HT2S est devenu mon cocon et je dois beaucoup à tous ses membres : Jean-Claude, Camille, Michel et Robert ont été mes premiers soutiens, sans faille. Les relations construites en cet endroit avec André Grelon et Claudine Fontanon, avec Gilles Garel et Sylvain Lenfle sont exemplaires de collaborations scientifiques devenues amicales, toujours fructueuses et enrichissantes. L’armée des archivistes et bibliothécaires du Cnam a toujours répondu présent : le Cnum avec Florence Desnoyer, les personnels du PEB que j’ai souvent mobilisés, Lise Cloître qui connaît le moindre recoin des archives du Cnam. Et bien sûr les nombreux collègues du Musée avec qui j’ai pu construire des projets et tous ceux que j’ai sollicités un nombre incalculable de fois. Je ne peux pas les citer tous mais je leur adresse un grand merci ! Les soutiens et les attentions ont été nombreux, venus de tous les horizons. Ce manuscrit a indéniablement gagné en qualité grâce à la relecture minutieuse de Dominique Abry et les conseils circonstanciés de Bertrand Boquet. Un grand merci à ma « tribu », mes amie.s et mes parents, toujours présents, toujours attentionnés et bienveillants. Et je pense bien sûr à Séverine et nos trois « petits » qui ont suivi le rythme effréné, qui ont subi mes heures d’absence pour écriture, mais sont présents au quotidien avec leur sourire qui fait mon bonheur. 4 Table des matières Introduction - Positionnement ....................................................................................................... 7 A. En transversalité ................................................................................................................... 7 B. Un perspectivisme assumé .................................................................................................. 8 C. Un contextualisme critique ................................................................................................. 9 D. Dans les « fabriques » de savoirs au 20ème siècle ............................................................. 10 Partie 1 ........................................................................................................................................... 13 Synthèse des travaux de recherche et premières perspectives ................................................... 13 I. Introduction ........................................................................................................................... 14 II. De l’histoire du concept de chaos aux instruments mathématiques (2001-2019) ............ 15 A. Un objet d’étude récent et des représentations en action ............................................. 16 B. Le chaos : épistémologie et sociologie d’un champ de recherche émergent ................ 18 C. Les pratiques scientifiques dans les sciences du non linéaire ......................................... 21 D. Extensions et recherches en cours.................................................................................... 24 III. Histoire des sciences, des techniques et valorisation du patrimoine : allers-retours (2005- 2011) .............................................................................................................................................. 26 A. Valorisation du patrimoine scientifique et technique : agir et réfléchir ......................... 26 B. Le patrimoine et la matérialité du monde numérique .................................................... 27 C. Le patrimoine de l’instrumentation scientifique .............................................................. 29 IV. Histoire croisée de la métrologie nationale et du Cnam : acteurs, politique scientifique, institutions (2012-2015) ................................................................................................................ 29 A. Entrée dans l’histoire du Cnam : l’Institut national de métrologie ................................. 30 B. Les acteurs de l’Institut national de métrologie : exemple de la photométrie au Cnam 34 C. Développer un corpus numérique pour le Cnum ............................................................. 36 V. L’institutionnalisation de l’informatique au Cnam : machines, pratiques, discipline (2014- 2019) .............................................................................................................................................. 37 A. Le programme de recherche « Hist.Pat.Info.Cnam » ....................................................... 38 B. Le processus d’institutionnalisation de l’informatique au Cnam .................................... 40 VI. Recherche-action et innovation pédagogique (2005-2019)................................................ 42 A. Dispositifs innovants pour la formation à la médiation culturelle des sciences et techniques – (2010-2017) ......................................................................................................... 43 5 B. Le Mooc « Fabriquer l’innovation » (2016-2019) : entre histoire et gestion de l’innovation ................................................................................................................................ 44 C. Histoire(s) d’une expérience audiovisuelle pédagogique « TéléCnam » (2013-2019) ... 46 VII. Bilan et perspectives .............................................................................................................. 47 A. Approches biographiques et institutionnelles .................................................................. 48 B. Interdisciplinarité : histoire et gestion de l’innovation .................................................... 50 Partie 2 ........................................................................................................................................... 52 Pour une histoire des rapports entre savoirs mathématiques et instrumentation au 20ème siècle. Les instruments mathématiques, les mathématiques des instruments, les mathématiques comme instrument. ....................................................................................................................... 52 I. Introduction - Enjeux historiographiques et épistémologiques
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