Contribution
Description: In a constructivist epistemology, we assume that science does not discover truth who is pre-existing to the observer, but that knowledge is constructed under constraints belonging to the situation as well as to the observer. Assuming this fact could lead to a general relativism. But more generally, we often find a kind of contradiction, through the simultaneous affirmation of a constructivism point of view and the reification and naturalisation of concepts, giving them an ontological statute contradictory to the epistemological issue.
By the way, recent searchers (Bitbol, 1996 ; Mugur-Schächter, 1997, 2002) have explored the way to elaborate a knowledge that respect and express the constructivist epistemology without concede to relativism. Starting from quantum mechanics, in which the issue is impossible to circumvent, they tend to generalize their results, particularly in human science, through the "Method of Relativized Conceptualisation".
We have tried to use this approach to define, qualify and what is called "subjective investment", through a research using teachers's activity analysis . The research is on the way, and preliminary results as well as questions raised through the process will be discussed.
Methodology: We use the concepts of a formalized epistemology (Method of Relativized Conceptualisation) to construct the object of research (in our case : subjective investment of teachers in their professional activity) as well as the instruments (material as well as immaterial) to qualify and study it.
Conclusions: Our approach can be view as a test of the Method of Relativized Conceptualisation as formalized epistemology, in the field of educational research, through a research on teacher's activity analysis. The validation of the test could lead, with other validations, to a better understanding of this formalisation. It could also help to use and confront different models of a concept.
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