This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines. Students participated in two workshops about the creation of a prehistoric object, highlighting the close (...) interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design. Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory. Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area. A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences. No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation. (shrink)

Cet article vise à préciser les relations entre les notions de « contre-révolution », de « guerre civile » et de « lutte entre deux classes » dans les écrits de celui qui a joué un rôle pionnier dans l’émergence de l’idée de lutte de classes, le comte de Montlosier. Il établit, dans une première partie, comment « la guerre civile » se distingue des autres troubles civils (« tueries civiles », « séditions », en particulier) par sa capacité à (...) fournir une ultime résolution aux conflits politiques internes à une nation, et pourquoi, dans les circonstances du moment, elle reste la seule manière de mettre en œuvre la « contre-révolution ». Il analyse ensuite, dans la deuxième partie, ce que Montlosier entend précisément par une « lutte entre deux classes », et montre qu’il s’agit pour lui d’un schéma d’intelligibilité de l’histoire profonde de la Révolution. Ce schéma rend compte d’un processus d’affrontement culturel, social, économique et politique entre les classes sociales, inhérent aux nations qui ont laissé se développer les forces et les valeurs de la société moderne en détruisant progressivement celles de la société féodale. (shrink)

De 1903 à 1918, Augusta de Pourtalès a expédié à sa sœur de multiples lettres et cartes postales destinées à raconter de manière détaillée son quotidien. L’épistolière ayant vécu une longue période de célibat avant de se marier, ce corpus présente la particularité de contenir autant de lettres de la jeune fille que de la femme mariée. La comparaison de la manière avec laquelle l’épistolière relate, durant ces deux périodes, sa vie privée révèle les transformations sur l’écriture épistolaire suscitées par (...) ce changement de statut social. Explorer ce phénomène de métamorphose permet d’approfondir les connaissances sur le rôle de cette pratique pour les femmes au dix-neuvième siècle, mais également le rapport entretenu par celles-ci à cet objet singulier qui requiert l’accomplissement d’un geste délicat : une écriture de soi destinée au groupe familial. (shrink)

M. Piguet believes that philosophy is, in a strict sense, a compromise between science and art. In the course of establishing this thesis he makes some interesting suggestions on the question of ordinary language. For him this idiom is the "culture language"; it embodies the cultural experience of an age; it can be neither technical nor colloquial; it is the language of the honnête homme. It is also the basic "translation language" with which all other technical and artistic idioms (...) must be ultimately coordinated.--A. P. D. M. (shrink)

A substantial guide providing an overview of both physicalism and metaphysical naturalism, reviewing both questions of formulation and justification for both doctrines. Includes a diagnostic strategy for understanding talk of naturalism as a metaphysical thesis.

The latest news from our planet is threatening: climate change, pollution, forest loss, species extinctions. All these words are frightening and there is no sign of improvement. Simple logic leads to the conclusion that humanity has to react, for its own survival. But at the scale of a human being, it is less obvious. Organizing one’s daily life in order to preserve the environment implies self-questioning, changing habits, sacrificing some comfort. In one word, it is an effort. Then, what justifies (...) such an effort? The personal choice to act in order to preserve our environment is often made by simple altruism. This choice is based on our love for other human beings: our love for the others grounds our effort. Our moral values, our ethical reflections and our religious beliefs are the deep core of these choices. “This is my commandment, that you love one another as I have loved you.” (John 15.12 NRSV). This Charter shows the moral and religious values that can help us react regarding the current environmental crisis and it should empower us to transcend the ideas of effort and sacrifice in order to consider the respect of the shared house, in a prophetic fulfillment of the being. (shrink)

When translated into concrete policy, any allocation of emissions leads to the attribution of emissions rights based on distributive justice. Consequently, the distributive justice approach legitimizes the corresponding amount of emissions. If a certain level of emissions can receive emissions rights, provided they are compatible with a certain emissions budget, to allocate emissions rights when the dangerous concentration level has been overshot could understate the need to preserve the functioning of a “balanced” climate system. From the perspective of Foucault’s archaeology (...) of knowledge, and with the purpose of assessing the epistemology of climate justice, it will be possible to question the possible importation of the mode of production of norms of social law into climate mitigation justice. Additionally, it will be questioned whether the amount of anthropogenic emissions rights can be provided by “the laws of nature” and whether and how the no‑harm principle can contribute to the epistemological relevance of the narrative of climate justice. (shrink)

We perceive smells as perduring complex entities within a distal array that might be conceived of as smellscapes. However, the philosophical orthodoxy of Odor Theories has been to deny that smells are perceived as having a distal location. Recent challenges have been mounted to Odor Theories’ veracity in handling the timescale of olfactory perception, how it individuates odors as a distal entities, and their claim that olfactory perception is not spatial. The paper does not aim to dispute these criticisms. Rather, (...) what will be shown is that Molecular Structure Theory, a refinement of Odor Theory, can be further developed to handle these challenges. The theory is further refined by focusing on distal perception that requires considering the perceptual object as mereologically complex persisting odor against a background scene conceived of as a smellscape. What will be offered is an expansion of Molecular Structure Theory to account for distal smell perception within natural environments. (shrink)

Inside What Would Plato Do?, you'll find the basics of philosophy, written in an easy, digestible way we can all understand, along with questions to help you apply these important theories to your own life. So, after you've learned about a philosophical concept, you'll then be challenged to test yourself and see how the results can impact your daily life. For instance, after learning about Kant's theory of morality and the importance of intention you're challenged with questions like: Can good (...) people do bad things? Was there a time when you intended to do something helpful that ended up being hurtful? Does that make you a good person (because you intended to do good) or a bad person (because the results were bad)? What Would Plato Do? will not only help you better understand some of the greatest thinkers ever but will also help you think of the world around you in a whole new way! (shrink)

We are immersed within an odorous sea of chemical currents that we parse into individual odors with complex structures. Odors have been posited as determined by the structural relation between the molecules that compose the chemical compounds and their interactions with the receptor site. But, naturally occurring smells are parsed from gaseous odor plumes. To give a comprehensive account of the nature of odors the chemosciences must account for these large distributed entities as well. We offer a focused review of (...) what is known about the perception of odor plumes for olfactory navigation and tracking, which we then connect to what is known about the role odorants play as properties of the plume in determining odor identity with respect to odor quality. We end by motivating our central claim that more research needs to be conducted on the role that odorants play within the odor plume in determining odor identity. (shrink)

Reflection Principles are commonly thought to produce only strong axioms of infinity consistent with V = L. It would be desirable to have some notion of strong reflection to remedy this, and we have proposed Global Reflection Principles based on a somewhat Cantorian view of the universe. Such principles justify the kind of cardinals needed for, inter alia , Woodin’s Ω-Logic.