@ARTICLE{10.21494/ISTE.OP.2021.0660, 

TITLE={Questioning heritage education: what ethics, what epistemology, for what problematization?}, 
  
AUTHOR={Xavier Roth, Angela Barthes, }, 
	
JOURNAL={Educations}, 
	
VOLUME={4}, 

NUMBER={Special issue}, 
	
YEAR={2021}, 

URL={https://openscience.fr/Questioning-heritage-education-what-ethics-what-epistemology-for-what}, 
	
DOI={10.21494/ISTE.OP.2021.0660}, 
	
ISSN={2632-590X}, 
	
ABSTRACT={One of the specificities of the educations for is to inextricably combine knowledge with values imported from the socio-political sphere. This poses the ethical problem of their justification: how to avoid making education a standardization enterprise without falling into a relativism which equates knowledge with opinions? This chapter presents the guiding principles of a problematization that is specific to "education for". They proceed from the analysis, led by Canguilhem, of the relationships between knowledge and values in the history of science. Explaining that values, in order to make sense, must be replaced in their logical opposition to anti-values, Canguilhem outlines a procedure for justifying teaching content that escapes both absolutism and relativism. Heritage education, classically in tension between these two pitfalls, will illustrate our theoretical point.}}