How the concept of ambivalence derived from the French-language framework helps assess teachings:A case study on teaching Mendelian theory of inheritance

This article explores the concept of ambivalence, as developed by Grignon and Passeron (1989), in a French-language epistemological context and with sociological considerations about teaching. Using a case study methodology consisting of four interviews, we focus on teaching the Mendelian theory of inheritance in the final year of secondary education (grade 12) in French-speaking Belgium. Through the prism of ambivalence, we seek to unravel the double facet of all teaching. The findings reveal a series of ambivalent renunciations shaping the dynamics of the teaching approach. The concept of ambivalence discourages a simplistic, legitimist, or relativistic reading and instead encourages a nuanced assessment of teaching practices that extends beyond the single standard of knowledge to be taught. With regard to teaching work, this concept leads us to consider that all teaching is saturated with antagonistic demands that make it impossible to fully meet each one. Furthermore, we distinguish categorical imperatives from hypothetical imperatives. • Teaching is governed by epistemological and functional ideals. • Every teaching renunciation seeks alternative gains or preservation. • Teachers occupy both in a dominant and dominated position. • Conflicting teaching demands preclude full satisfaction. • Practitioners' problems should guide teaching evaluation.