A few results generalizing well-known classical model theory ones have been obtained in institution theory these last two decades (e.g. Craig interpolation, ultraproduct, elementary diagrams). In this paper, we propose a generalized institution-independent version of the Beth definability theorem.

Nestes nossos tempos gerundistas e de valores-isopores o apelo ao eufemismo e à grandiloquência torna-se palavra de ordem e progresso. Oficinas mecânicas passam a ser chamadas de centros automotivos, açougues transmutam-se em butiques de carnes e sapatarias em recuperadoras de calçados.Daí a gente olha em volta e começa igualmente a não achar mais nem barbearias nem barbeiros.Quedê, perguntamos, a Tesoura de Ouro do Carlão? Pois seu salão ganhou a neomodernosa indicação de Cabeleireiro Masculino e virou ele esteticista capilar. Bate daí (...) saudade danada – possivelmente, diria. (shrink)

By posing the question of whether it is more relevant to investigate the psychopathology of the shaman or the effects of shamanism on its followers, Philippe Mitrani's article has the merit of going to the heart of a controversy that has divided analysts of shamanism.

This book examines education and the aim of life through the ages; how the conception of progress is the primary driving force in the modern world; and how this limited understanding of progress has failed to satisfy the deepest aspirations of humanity, bringing modern civilisation to its present crisis and highlighting the limitations of today's education to meet this crisis. The author presents the free progress system at the Sri Aurobindo International Centre of Education and explains how the views of (...) Sri Aurobindo and the Mother on integral education can prepare the children of today to consciously and luminously participate in the evolutionary destiny of the future. (shrink)

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Résumé Le témoignage livré dans cet article explicite le parcours qui amène à exercer la fonction de ccf au sein des collèges et lycées. Ce travail se situe en complément d’une logique de prévention qui est celle de la science, de la transmission des connaissances et de la protection des adolescents. La ccf auteur de ce texte a instauré des espaces de réflexion qui s’inscrivent dans une autre logique, qui tient compte des représentations personnelles, des affects et désirs des adolescents. (...) Si ces deux logiques sont inconciliables, elles peuvent ici se situer dans le registre de la complémentarité. (shrink)

Résumé Le témoignage livré dans cet article explicite le parcours qui amène à exercer la fonction de ccf au sein des collèges et lycées. Ce travail se situe en complément d’une logique de prévention qui est celle de la science, de la transmission des connaissances et de la protection des adolescents. La ccf auteur de ce texte a instauré des espaces de réflexion qui s’inscrivent dans une autre logique, qui tient compte des représentations personnelles, des affects et désirs des adolescents. (...) Si ces deux logiques sont inconciliables, elles peuvent ici se situer dans le registre de la complémentarité. (shrink)

La pensée scientifique classique, basée historiquement sur une autonomisation relative de ses objets, sur la production/reproduction de ses données, et sur le repérage de régularités ou d'invariants, éprouve souvent quelque difficulté à rendre compte du caractère situé, contingent et singulier des actions, qui intéresse au contraire au premier chef praticiens et acteurs. A quelles conditions épistémologiques, théoriques, méthodologiques et sociales peut se faire un travail de recherche en intelligibilité qui aurait pour objet les actions dans leur singularité? Tel est l'objet (...) de cet ouvrage, produit à l'occasion d'un séminaire de recherche tenu en 1997 et 1998 et réunissant des chercheurs issus de différents horizons disciplinaires et disposant d'une expérience de réflexion et d'action dans ce domaine. Le Centre de Recherche sur la Formation est un laboratoire du CNAM spécialisé dans l'analyse des pratiques et des processus de formation et qui s'interroge plus généralement sur la manière dont peut fonctionner un champ de recherches quand il correspond à un champ de pratiques. (shrink)

À partir d’une enquête réalisée dans un grand magasin parisien, cet article s’intéresse aux conflits liés à l’extension des horaires d’ouverture des magasins. Il poursuit deux objectifs. Le premier est d’analyser la manière dont la question du travail sur des horaires atypiques (dimanches, jours fériés, soirées) est posée et imposée dans le commerce de détail. Le second objectif de l’article est d’analyser, d’une part, le rapport que les employés de commerce entretiennent vis-à-vis de cette « nécessité » et, d’autre part, (...) les difficultés rencontrées par l’action syndicale face à ce sujet. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

The Great Psychotherapy Debate: Models, Methods, and Findings comprehensively reviews the research on psychotherapy to dispute the commonly held view that the benefits of psychotherapy are derived from the specific ingredients contained in a given treatment (medical model). The author reviews the literature related to the absolute efficacy of psychotherapy, the relative efficacy of various treatments, the specificity of ingredients contained in established therapies, effects due to common factors, such as the working alliance, adherence and allegiance to the therapeutic protocol, (...) and effects that are produced by different therapists. In each case, the evidence convincingly corroborates the contextual model and disconfirms the prevailing medical model. (shrink)

The second edition of The Great Psychotherapy Debate has been updated and revised to include a history of healing practices, medicine, and psychotherapy, an expanded theoretical presentation of the contextual model, an examination of therapist effects, and a thorough review of the research on common factors such as the alliance, expectations, and empathy.

Truth depends in some sense on reality. But it is a rather delicate matter to spell this intuition out in a plausible and precise way. According to the theory of truth-making this intuition implies that either every truth or at least every truth of a certain class of truths has a so-called truth-maker, an entity whose existence accounts for truth. This book aims to provide several ways of assessing the correctness of this controversial claim. This book presents a detailed introduction (...) to the theory of truth-making, which outlines truth-maker relations, the ontological category of truth-making entities, and the scope of a truth-maker theory. The essays brought together here represent the most important articles on truth-making in the last three decades as well as new essays by leading researchers in the field of the theory of truth and of truth-making. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)