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It has become customary since Foucault to present Canguilhem as a man whose work is voluntarily restricted to a particular domain of the history of science. Yet the current edition of his Complete Works reveals that Canguilhem has never considered himself a true historian of science. If he traced “the history of the formation, deformation and rectification of scientific concepts”, it is above all to nurture his profession of professor of philosophy with “unknown material”. On the assumption that Canguilhem subordinates the history of science to teaching, this article will try to make a further step and show that its inter-regional approach of knowledge can serve as a paradigm in educational sciences, when the knowledge to be transmitted is a-disciplinary and has a strong normative dimension.

When the Content to Be Taught Is a Norm