Abstract
This article examines how professions transform as a result of implementing research-intervention (RI), from which experiential knowledge may emerge. Following Marcel (2022), we define "intervention research" in education and training sciences as the response of researchers to an institutional demand for change support. This opens a phase of negotiating a commission. This process, which is unnatural in both scientific and pragmatic fields, calls into question how social groups learn from each other and develop new knowledge together.
Keywords: adjustment, epistemology of practice, praxeology of knowledge, research-intervention.