The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...) used a balance to check their conclusions and subsequently continued solving the items when the weighing did not match their expectations. We adopt a micro-genetic approach and develop new analytical tools to observe what happened in the conversation (both socially and cognitively). Throughout the three successive tasks, we observed the interplay between tools, peers, experimenter, and task demands and how they are managed through the rules of conversation. We identified four processes that involved the emergence of new high-order strategies from coordinated actions distributed among peers, the guidance of the experimenter in coordinating actions, and ways the participation in solving a previous task was actualized in a successive one. (shrink)

"Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise (...) follow-up of the contributions of each participant. At the beginning of the workshop, we are interested in looking for those moments when a common problem emerges. Our observations suggest that the process of theoretical elaboration of a philosophical theme and that of the relational dynamics between the participants are intertwined. Keywords: interaction, philosophy for children, problem, dialogue, interpersonal relations. ". (shrink)

Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation ...

The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...) used a balance to check their conclusions and subsequently continued solving the items when the weighing did not match their expectations. We adopt a micro-genetic approach and develop new analytical tools to observe what happened in the conversation . Throughout the three successive tasks, we observed the interplay between tools, peers, experimenter, and task demands and how they are managed through the rules of conversation. We identified four processes that involved the emergence of new high-order strategies from coordinated actions distributed among peers, the guidance of the experimenter in coordinating actions, and ways the participation in solving a previous task was actualized in a successive one. (shrink)

The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world. Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by (...) the United Nations High Commissioner for Refugees, these camp schools contribute today to the schooling of almost 3,5 millions of refugee children. Going beyond an idealized vision of education as a “basic human right” and an instrument of “protection,” this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps, we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis are a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities. (shrink)

Se saisir du paysage revient à le transformer. Le regard s'enrichit d'un nouvel oeil. Longtemps considérée comme réaliste, la peinture paysagère a désormais un autre rôle à jouer. Face au paysage, sans une expérience intérieure, la représentation n'est qu'un abîme ordinaire ou une prostitution de la peinture par elle même. L'art du paysage est le dehors où le dedans s'exile pour se voir.

Boucs émissaires, violences sacrificielles, désir mimétique, autant de thèmes que René Girard (1923-2015) n'a cessé d'explorer et qui sont devenus des ressources essentielles pour notre compréhension des sociétés. L'anthropologie mimétique, dont il a posé les bases, a en effet eu des échos multiples dans les sciences humaines et les religions. Avec ce livre, Bernard Perret offre une présentation éloquente de ce vaste chantier théorique. Il éclaire notamment la fonction et la signification de la violence dans les rapports humains, des (...) origines à nos jours, tout en explorant les liens et les différences entre la pensée de Girard et celle d'autres grands auteurs du XXe siècle (Lacan, Lévi-Strauss, Mauss...). Le lien particulier de Girard aux Écritures juives et chrétiennes, le sens à la fois novateur et controversé qu'il donne à la passion et à la mort du Christ, ne sont pas éludés, tout comme sa vision apocalyptique du politique. En exposant la cohérence profonde et la fécondité d'une pensée majeure de notre temps, ce livre permet de ressaisir tous les débats passionnants auxquels elle a donné et donne toujours lieu."--Page 4 of cover. (shrink)

Philosophe politique parmi les plus controversés du monde anglo-saxon, Michael Oakeshott est quasiment inconnu en France où son œuvre n'a pratiquement pas été traduite. Il est célèbre pour sa critique du rationalisme en politique et du danger mortel que représentent pour une société les tentatives d'uniformisation abstraite imposées par l'État. Mais sa défense de la tradition en politique est loin d'être traditionnelle contrairement à Burke, Oakeshott est avant tout un individualiste. Aussi son scepticisme vis-à-vis de la politique est-il paradoxal : (...) d'un côté il ouvre la voie à une définition de l'État minimal chère aux néo-libéraux ; de l'autre il exalte les vertus de la vie en société d'une manière qui rappelle Aristote. Ce traditionalisme réflexif permet ainsi à Oakshott de suggérer, plutôt que d'affirmer, les bases d'un droit naturel démocratique. (shrink)

This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...) of implicit premises between adults and children; these misalignments concern material premises rather than the inferential-procedural level. (shrink)

In a pair of very important papers, namely “Space, Time and Individuals” in the Journal of Philosophy for October 1955 and “The Indestructibility and Immutability of Substances” in Philosophical Studies for April 1956, Professor N. L. Wilson began something which badly needed beginning, namely the construction of a logically rigorous “substance-language” in which we talk about enduring and changing individuals as we do in common speech, as opposed to the “space-time” language favoured by very many mathematical logicians, perhaps most notably (...) by Quine. This enterprise of Wilson's is one with which I could hardly sympathize more heartily than I do; and one wishes for this logically rigorous “substance-language” not only when one is reading Quine but also when one is reading many other people. How fantastic it is, for instance, that Kotarbinski1 should call his metaphysics “Reism” when the very last kind of entity it has room for is things —instead of them it just has the world-lines or life-histories of things; “fourdimensional worms”, as Wilson says. Wilson, moreover, has at least one point of superiority to another rebel against space-time talk, P. F. Strawson; namely he does seriously attempt to meet formalism with formalism—to show that logical rigour is not a monopoly of the other side. At another point, however, Strawson seems to me to see further than Wilson; he is aware that substance-talk cannot be carried on without tenses, whereas Wilson tries to do without them. Wilson, in short, has indeed brought us out of Egypt; but as yet has us still wandering about the Sinai Peninsula; the Promised Land is a little further on than he has taken us. (shrink)

WHAT do we mean by saying that a being, God for example, is omniscient? One way of answering this question is to translate ‘God is omniscient’ into some slightly more formalised language than colloquial English, e.g. one with variables of a number of different types, including variables replaceable by statements, and quantifiers binding thes.