Though his best-selling novel of school life Eric, or, Little by Little: A Tale of Roslyn School has over the years been the subject of much attention, the wider educational thought and practice of Frederic William Farrar, teacher, novelist, scientist, classicist, theologian, and Dean of Canterbury, has for the most part been neglected by scholars. This paper discusses certain aspects of Farrar the educationist, including his distinctive evangelical attitude toward children; his fervent criticism of the prevailing Classical public (...) school curriculum; his advocacy that much more science be taught; his strong antipathy to corporal and other punishment; his distaste for the increasing athleticism in the public schools; his view of the main purpose of education, namely the inculcation of morality, religious conviction, and intellectual rigor. (shrink)

Depuis 2001, les gouvernements successifs ont mis en place différents dispositifs de prévention et de résolution des risques de fragilisation précoce et de rupture ultérieure des parcours scolaires des enfants et des jeunes exposés à des difficultés sociales et/ou familiales. L’acceptation et l’efficacité de ces dispositifs supposent non seulement le remaniement des représentations que parents et professionnels ont acquises les uns des autres, mais aussi l’établissement entre eux d’un climat de confiance et de respect mutuels. Après avoir décrit les tenants (...) et les aboutissants de ces enjeux, une approche co-éducative est promue. Décrite comme une « utopie réaliste », elle n’en vise pas moins à favoriser les conditions de la coopération entre parents et professionnels pour mieux inciter les enfants et les jeunes à reconsidérer avec eux le sens et la pertinence d’une articulation apaisée de l’éducation familiale et de l’éducation scolaire qui leur sont dispensées. (shrink)

Dans les prises en charge éducatives d’adultes handicapés, il arrive que des parents imposent leur directive. L’auteur repère et analyse ce mode singulier du lien d’emprise en proposant la notion de fratrie imaginaire pour caractériser la relation dans laquelle sont pris ces professionnels auprès des parents. Dans une lutte d’appropriation du sujet, ils sont alors minorisés à hauteur des craintes qu’ils suscitent et de l’ampleur de la minorisation que les parents ont eux-mêmes subies auprès d’autres professionnels du secteur médico-social. Une (...) extension de l’enveloppe familiale peut être le fruit des parents comme de la fratrie réelle. Ceci étant, une fois l’éclairage intersubjectif réalisé, il va s’agir de trouver des moyens institutionnels pour restaurer un dialogue basé sur un fondement stable repositionnant les acteurs de l’institution sur un terrain professionnel. (shrink)

The dominant position of science in our culture has ended. In our postmodern world, belief that science will provide the answer to our problems and that progress is inevitable has been shaken, if not toppled. Optimism has been replaced by realism, creating a milieu for the development of intelligent Christian belief. Participating in the Trinity Institute's conference on ÒThe Church in a Postmodern Age, these six prominent scholars explore the breakdown of the basic tenets of the Enlightenment, the sorry state (...) of biblical literacy in our culture, Christian faith in a pluralistic world, the relevance of the Bible today, and the role of the church in our age. Contributors include Robert N. Bellah, Diogenes Allen, George A. Lindbeck, James B. Miller, Sandra M. Schneiders, and Rowan D. Williams. (shrink)

This article examines what light new developments in the history of books and reading can shed on the sixteenth-century antiquarian William Lambarde and his assessments of the credibility and historicity of the ancient past. It explores what the retracing of a book’s life cycle—i.e., its travels from composition and revision to reception, via both manuscript and print—can teach us about Lambarde’s magnum opus, his Perambulation of Kent. Specifically, it surveys how both Lambarde and his contemporaries approached one of the (...) most hotly contested questions in early modern scholarship: debates over the ostensible Trojan origins of the British. The article begins by examining links between the history of reading and the history of antiquarianism—two fields which have enjoyed a considerable efflorescence in recent decades. It does so via re-examination of Arnaldo Momigliano’s classic essay ‘Ancient History and the Antiquarian’, published nearly seventy years ago in this Journal. It then examines how not only Lambarde himself, but also various other contemporary or near-contemporary scholars and readers approached the historicity of Britain’s ancient past, whether Trojan or otherwise. The following section explores the ways in which scholars and readers, including Lambarde, construed the fides or credibility of claims concerning such pasts, by dissecting their various strategies for assessing and visualising textual authority and authorial probity, ranging from the production of marginalia to index-making. This section includes an extended case study of the way in which one assiduous reader of Lambarde—Adam Winthrop, father of the future Massachusetts governor John Winthrop—applied these strategies in his copiously annotated copy of the Perambulation. The article closes with broader reflections upon new directions in the history of historical scholarship and the history of reading. (shrink)

La philosophie médiévale du langage présente deux séries d’affinités remarquables avec les approches contemporaines. L’une se situe du côté des sémantiques formelles et, plus généralement, des analyses logiques des conditions de vérité des énoncés. L’autre relève plutôt de la pragmatique, notamment des perspectives contextuelles sur les actes de langage. Les logiciens, grammairiens et théologiens du Moyen Âge étaient, de fait, pleinement conscients qu’ils avaient à leur disposition deux types d’approche des énoncés, selon qu’ils prenaient en compte les seules propriétés sémantiques (...) de leurs composants ou qu’ils intégraient des considérations extralinguistiques allant de l’intention des auteurs / locuteurs à leur statut, en passant par le contexte d’énonciation. Chacune de ces perspectives a bénéficié d’un certain nombre d’études récentes ; la question que je voudrais aborder est plutôt celle de leur frontière en logique, de son emplacement, ses déplacements, sa porosité éventuelle. La complexité des matériaux en jeu ne permettra pas de proposer plus que quelques points de repères, qui peuvent toutefois aider à évaluer l’hypothèse d’un « projet formel » en sémantique médiévale. (shrink)

La philosophie médiévale du langage présente deux séries d’affinités remarquables avec les approches contemporaines. L’une se situe du côté des sémantiques formelles et, plus généralement, des analyses logiques des conditions de vérité des énoncés. L’autre relève plutôt de la pragmatique, notamment des perspectives contextuelles sur les actes de langage. Les logiciens, grammairiens et théologiens du Moyen Âge étaient, de fait, pleinement conscients qu’ils avaient à leur disposition deux types d’approche des énoncés, selon qu’ils prenaient en compte les seules propriétés sémantiques (...) de leurs composants ou qu’ils intégraient des considérations extralinguistiques allant de l’intention des auteurs / locuteurs à leur statut, en passant par le contexte d’énonciation. Chacune de ces perspectives a bénéficié d’un certain nombre d’études récentes ; la question que je voudrais aborder est plutôt celle de leur frontière en logique, de son emplacement, ses déplacements, sa porosité éventuelle. La complexité des matériaux en jeu ne permettra pas de proposer plus que quelques points de repères, qui peuvent toutefois aider à évaluer l’hypothèse d’un « projet formel » en sémantique médiévale. (shrink)

Cet article étudie la présence de la valeur humaniste de "douceur" chez Montaigne et Descartes, dans le champ de l'éducation, des relations humaines, mais aussi de la méthode cartésienne pour bien conduire son entendement. Ainsi, la méthode doit faire preuve de douceur dans la culture de l'âme, et Descartes dans l'Epître à Voet décrit la douceur comme une composante essentielle des "lois de l'amitié" entre les hommes. Il s'agit donc de proposer une interprétation nouvelle et humaniste de la pensée cartésienne, (...) qui porte à la fois sur la morale et la recherche de la vérité. (shrink)

Exercer le métier d’assistant(e) maternel(le) dans le cadre spécifique d’une crèche familiale préventive à gestion associative requiert, outre des compétences « techniques » avérées, une disponibilité et un « savoir-être » bien particuliers, sur lesquels repose une large part de la qualité du service personnalisé rendu aux familles qui s’y adressent. L’ensemble de ces aptitudes se manifeste aux niveaux certes de l’accueil des enfants, mais aussi des relations intenses et complexes établies avec les parents et de l’organisation, nécessairement très minutieuse, (...) du travail en équipe. Il importe aujourd’hui de consolider et de diffuser les expériences acquises dans ce contexte par les assistant(e)s maternel(le)s de façon à en enrichir les pratiques déployées dans le champ de l’action socio-éducative et des politiques familiales. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Authenticity, Antiquity, and Authority: Dares Phrygius in Early Modern EuropeFrederic ClarkDares Phrygius, “First Pagan Historiographer”In his Etymologies, Isidore of Seville—the seventh-century compiler whose cataloguing of classical erudition helped lay the groundwork for medieval and early modern encyclopedism—offered a seemingly straightforward definition of historiography, with clear antecedents in Cicero, Quintilian, and Servius.1 Before identifying historical writing as a component of the grammatical arts, and distinguishing histories from poetic fables, Isidore (...) confirmed that “history is a narration of deeds [narratio rei gestae], through which things done in the past are discerned.”2 Thereafter, he equated historical writing with eyewitness observation, insisting that “among the [End Page 183] ancients, no one wrote history unless he had been present and seen those things to be recorded.”3 But Isidore’s further treatment of historiography grew more perplexing. Upon affirming that “among us, Moses first composed a history, on the beginning of the world,” he unexpectedly declared that “among the pagans, Dares Phrygius first composed a history, concerning Greeks and Trojans.”4 Only later did the encyclopedist mention more well-known Greek historians (to modern audiences at least) like Herodotus. 5Isidore’s invocation of his “first pagan historiographer” referred most likely to the De excidio Troiae historia (henceforth DET), a fifth- or sixth-century Latin pseudo-history billed as an eyewitness account of the Trojan War. Conveyed in sparse, dry, and inelegant language, the DET was long thought to have been the war diary of one Dares Phrygius, purportedly a Trojan participant in the conflict.6 In reality, the Latin DET was a two-part forgery, as its spurious dedicatory epistle—supposedly from the Augustan-era biographer Cornelius Nepos to the historian Sallust—claimed that “Nepos” had discovered the work in an Athenian archive and rendered it “truly and simply” (vere et simpliciter) from Greek into Latin.7 While potentially derived from a Greek antecedent, perhaps composed as an anti-Homeric jeu d’esprit during the Second Sophistic, the Latin Dares was assuredly not an accurate and verbatim translation of any lost Greek original. 8Notwithstanding its uncertain origins, Isidore’s pagan counterpart to Moses would go on to achieve canonical status in the medieval Latin West, and survives today in approximately 200 manuscripts. Moreover, Dares’s authority was extended through practices of compilation integral to medieval [End Page 184] textual culture.9 This compilatory impulse—which spawned countless multi-text anthologized codices and similarly animated Isidore’s encyclopedism—encouraged the Phrygian’s codicological pairing with numerous sources both ancient and medieval. Not only did the DET serve, codicologically, as a prologue to Trojan origin narratives like Geoffrey of Monmouth’s Historia regum Britanniae, but it was also integrated into the structure of universal history, utilized as a means of augmenting the Chronicon of Eusebius-Jerome.10 Throughout the Middle Ages, Dares served not only as a name to invoke, but also as a source to appropriate and rework: to insert into universal chronicles, append to Trojan genealogies, or render into epic verse. Moreover, the pseudo-author’s status as “first pagan historiographer” was hardly lost on medieval sources: for instance, when William of Malmesbury inserted the DET into his anthology of ancient Roman histories, he made sure to include Isidore’s endorsement directly before the text’s incipit.11 For nearly a millennium, Dares’s fabricated claims of antiquity and autopsy constituted airtight guarantors of textual auctoritas.Between Criticism and Credulity: Dares in Early Modern ScholarshipBut Dares did not remain undisturbed in the canon. Instead, the DET saw its first recorded challenge with the advent of the early Renaissance. Writing in 1400 in his De tyranno, the Florentine Chancellor Coluccio Salutati turned to the Phrygian when debating a favored subject of nascent Italian humanism—the history of early Rome. Here Salutati sought to counter the long-held claim, attested in the DET, that Aeneas was not a pious hero driven from Troy, but rather a duplicitous traitor who had himself betrayed the city to the Greeks.12 The Florentine Chancellor correctly acknowledged that Aeneas’s treason was alleged by “the most ancient historians Dares [End Page 185] Phrygius and Dictys Cretensis” (Dictys, another late antique... (shrink)

At the age of twenty-five, Primo Levi was sent to Hell. Levi, an Italian chemist from Turin, was one of many swept up in the Holocaust of World War II and sent to die in the German concentration camp in Auschwitz. Of the 650 people transported to the camp in his group, only 15 men and 9 women survived. After Soviet liberation of the camp in 1945, Levi wrote books, essays, short stories, poetry, and a novel, in which he painstakingly (...) described the horrors of his experience at Auschwitz. He also spent the rest of his life struggling with the fact that he was not among those who were killed. In _Primo Levi and the Politics of Survival,_ Frederic D. Homer looks at Primo Levi's life but, more important, shows him to be a significant political philosopher. In the course of his writings, Levi asked and answered his most haunting question: can someone be brutalized by a terrifying experience and, upon return to "ordinary life," recover from the physical and moral destruction he has suffered? Levi used this question to develop a philosophy positing that although man is no match for life, he can become better prepared to contend with the tragedies in life. According to Levi, the horrors of the world occur because of the strength of human tendencies, which make relationships between human beings exceedingly fragile. He believed that we are ill-constituted beings who have tendencies toward violence and domination, dividing ourselves into Us and Them, with very shallow loyalties. He also maintained that our only refuge is in education and responsibility, which may counter these tendencies. Homer calls Levi's philosophy "optimistic pessimism." As Homer demonstrates, Levi took his past experiences into account to determine that goodwill and democratic institutions do not come easily to people. Liberal society is to be earned through discipline and responsibility toward our weaknesses. Levi's answer is "civilized liberalism." To achieve this we must counter some of our most stubborn tendencies. Homer also explores the impact of Levi's death, an apparent suicide, on the way in which his work and theories have been perceived. While several critics discount Levi's work because of the nature of his death, Homer argues that his death is consistent with his philosophy. A book rich in brutally honest philosophy, _Primo Levi and the Politics of Survival_ compels one to look at serious questions about life, tragedy, optimism, solidarity, violence, and human nature. (shrink)

Ce livre retrace la vie et l’activité éducative de Marie Souvestre, qui crée durant la seconde moitié du XIXe siècle deux établissements d’enseignement non confessionnels destinés à accueillir des jeunes filles en internat. Avec Caroline Dussaut – dont on sait peu de choses – elle fonde le premier, baptisé « Les Ruches », à Avon (Fontainebleau). Cette institution novatrice, réservée à des élèves non françaises, est dirigée par les deux femmes de 1864 à 1883. Après sa rupture – à la (...) fois amour... (shrink)

En 1905, dans le cadre de leur Congrès, les institutrices et les instituteurs débattent de la coéducation des sexes. Ils voient dans le régime scolaire de séparation des garçons et des filles alors en vigueur autant une source d’immoralité que d’inégalité. À un moment où l’école laïque est l’objet de virulentes polémiques venant du catholicisme, les militants de la coéducation imaginent une éducation scolaire qui conduirait à l'égalité et à la complémentarité entre les sexes et qui s’inscrirait, plus largement, dans (...) une perspective d'émancipation sociale. (shrink)

Still-vital lectures on teaching deal with psychology and the teaching art, the stream of consciousness, the child as a behaving organism, education and behavior, native and acquired reactions, habit, association of ideas, attention, memory, acquisition of ideas, perception, will, and more. The three addresses to students are "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?" Preface. 2 black-and-white illustrations.

Among the casualties of the rush to relativism is a central tenet of classical thought: that great works of literature are great in and of themselves and not because of the needs and values of their time. This “canon-based view,” supply taken for granted by Johnson, Arnold, Pope, and Eliot, has long since been shown the door by views ranging from Marxism to today’s cultural studies. These views hold that the great works become great because of the values and concerns (...) of their own times, and they remain effectual, if they do, because of the ways they speak to their times’ concerns. There are no transhistorical values and concerns, though of course there is a past to culture and its works continue their indirect .. (shrink)

Cet article a pour but de mettre en regard l’analyse de l’esprit de Hume avec les critiques de l’associationnisme qu’on faites William James et Henri Bergson à la fin du XIXe siècle, lorsqu’ils proposèrent de renverser l’ordre des genèses psychologiques : non pas association d’éléments atomiques séparés (les impressions et idées), mais dissociation de touts vagues confus (les expériences pures). Il cherche à montrer sur l’exemple de la perception de la ressemblance que Hume est sauf du reproche d’avoir ainsi (...) « atomisé » la vie mentale, ce que montre notamment la fonction sélective et donc discriminante du principe de ressemblance. Le commentaire de Deleuze qui voit dans le dualisme de l’atomisme et de l’associationnisme chez Hume le critère même de définition de l’empirisme en général s’en trouve de ce fait contesté. (shrink)

The Gifford Lectures were established in 1885 at the universities of St Andrews, Glasgow, Aberdeen and Edinburgh to promote the discussion of 'Natural Theology in the widest sense of the term - in other words, the knowledge of God', and some of the world's most influential thinkers have delivered them. The 1901–2 lectures given in Edinburgh by American philosopher William James are considered by many to be the greatest in the series. The lectures were published in book form in (...) 1902 and have been reprinted many times. James, who was educated in the United States and Europe, and spent much of his career teaching philosophy at Harvard, was very influential in the development of modern psychology, and in these twenty lectures he explores the personal experience of religion. Some of the topics include religion and neurology, 'the sick soul', saintliness, and mysticism. (shrink)

This article locates Lonergan’s call for a new political economy within a larger project, the “education of liberty,” one aim of which is to have large numbers of producers and consumers voluntarily and intelligently adapting their economic decisions to the rhythms of the economy. Part I of the article describes several basic obstacles to such adaptations, including a type of economic realism that assumes “rational agency” in the marketplace is equivalent to the pursuit of perceived self-interest. How are any (...) of these obstacles to be overcome? The promise of functional specialization is to take what is best in the past and to apply it in future efforts to improve the human condition. Thus, Part II of the article summarizes this author’s understanding of the eight functional specialties, and Part III singles out an underdeveloped understanding of rational agency as the focus of an experiment in applying the functional specialties to one obstacle to the education of liberty. The experiment is no more than an invitation to others who may wish to exploit the promise of functional specialization. Leading questions under the eight headings identify parts of possible collaborative projects. [The second article by the same author in this issue of the journal provides an exercise in the fourth specialty of dialectic in response to this invitation.]. (shrink)

Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher (...) education reform worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally. (shrink)

Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to a suggested conceptualization (...) of the professional situation combining definitional approaches (emphasizing the duality between its singularity and its genericity) and methodological approaches. (shrink)

In Natural Ethical Facts William Casebeer argues that we can articulate a fully naturalized ethical theory using concepts from evolutionary biology and cognitive science, and that we can study moral cognition just as we study other forms of cognition. His goal is to show that we have "softly fixed" human natures, that these natures are evolved, and that our lives go well or badly depending on how we satisfy the functional demands of these natures. Natural Ethical Facts is a (...) comprehensive examination of what a plausible moral science would look like.Casebeer begins by discussing the nature of ethics and the possible relationship between science and ethics. He then addresses David Hume's naturalistic fallacy and G. E. Moore's open-question argument, drawing on the work of John Dewey and W. V. O. Quine. He then proposes a functional account of ethics, offering corresponding biological and moral descriptions. Discussing in detail the neural correlates of moral cognition, he argues that neural networks can be used to model ethical function. He then discusses the impact his views of moral epistemology and ontology will have on traditional ethical theory and moral education, concluding that there is room for other moral theories as long as they take into consideration the functional aspect of ethics; the pragmatic neo-Aristotelian virtue theory he proposes thus serves as a moral "big tent." Finally, he addresses objections to ethical naturalism that may arise, and calls for a reconciliation of the sciences and the humanities. "Living well," Casebeer writes, "depends upon reweaving our ethical theories into the warp and woof of our scientific heritage, attending to the myriad consequences such a project will have for the way we live our lives and the manner in which we structure our collective moral institutions.". (shrink)

In Natural Ethical Facts William Casebeer argues that we can articulate a fully naturalized ethical theory using concepts from evolutionary biology and cognitive science, and that we can study moral cognition just as we study other forms of cognition. His goal is to show that we have "softly fixed" human natures, that these natures are evolved, and that our lives go well or badly depending on how we satisfy the functional demands of these natures. Natural Ethical Facts is a (...) comprehensive examination of what a plausible moral science would look like.Casebeer begins by discussing the nature of ethics and the possible relationship between science and ethics. He then addresses David Hume's naturalistic fallacy and G. E. Moore's open-question argument, drawing on the work of John Dewey and W. V. O. Quine. He then proposes a functional account of ethics, offering corresponding biological and moral descriptions. Discussing in detail the neural correlates of moral cognition, he argues that neural networks can be used to model ethical function. He then discusses the impact his views of moral epistemology and ontology will have on traditional ethical theory and moral education, concluding that there is room for other moral theories as long as they take into consideration the functional aspect of ethics; the pragmatic neo-Aristotelian virtue theory he proposes thus serves as a moral "big tent." Finally, he addresses objections to ethical naturalism that may arise, and calls for a reconciliation of the sciences and the humanities. "Living well," Casebeer writes, "depends upon reweaving our ethical theories into the warp and woof of our scientific heritage, attending to the myriad consequences such a project will have for the way we live our lives and the manner in which we structure our collective moral institutions.". (shrink)