How to define a school of thought? Indigenous concept, structural elements, contextual input. Reflexions about the « école lyonnaise » or « du milieu social», Alexandre Lacassagne, Gabriel Tarde, 1880-1920How to define a school of thought? When does the expression emerge and who endorse it? Although contemporaries easily speak about schools of thought, it is worth asking if the expression is actually used at the time to avoid looking back at the past with a simplistic and reifying glance. What are the structural and contextual inputs that legitimize the concept, and is a school of thought necessary to the institutionalization of knowledge? Considering the terms that label these reality and trying to define the legitimacy of the concept and its uses is a crucial question for a history of knowledge and discipline-making. In this paper, we focus on the so-called « école lyonnaise du milieu social », which formed around Alexandre Lacassagne in the 1880 under the Third Republic. We study the reality of this mouvement that emerged from instruments which make schools (a leader, a peer-reviewed journal, congresses, teachings, etc. From this specific case, we try to explain why some authors create schools and others do not, like Gabriel Tarde, who belonged to this movement, a prolific author with a fruitful legacy, but who did not create a school at the time. Finally, this study provides the opportunity to question the function of schools of thought as a (necessary?) step towards the institutionalization of knowledge.

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   |texte=   Qu'est-ce  qu’une école de pensée? Notion indigène, éléments structurels, apport contextuel  Réflexions autour de l'école lyonnaise ou du "milieu social," Alexandre Lacassagne, Gabriel Tarde, 1880-1920
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