"Apprendre, qu'est-ce que cela veut dire? Qu'est-ce que cela suppose? Par quelles voies est-ce que cela passe? A ces questions, l'école contemporaine apporte une réponse catégorique : l'école traditionnelle s'est trompée, elle a voulu transmettre des connaissances détenues par un maître en les inculquant à des élèves passifs. Cette pédagogie de l'imposition ne marche pas. Il faut lui substituer une pédagogie active faisant de l'enfant l'acteur de la construction de ses savoirs. Nous sommes au moment où cette réponse se révèle (...) aussi fausse, dans sa demi-vérité, que la philosophie antérieure. Il en résulte que l'école aujourd'hui est plongée dans une incertitude complète sur la nature de l'opération qu'il lui revient d'effectuer. Tout est à reprendre, à commencer par l'opposition supposée entre activité de l'élève et transmission du savoir. C'est ce problème fondamental que ce livre s'efforce d'éclairer." [Extrait de la 4e de couv.]. (shrink)

Identifying, locating and interpreting both what is present and what is not present in theory and data lies at the core of scientific practice. Most experienced researchers know that social reality and psychological phenomena cannot always be apprehended directly, and that the forces that shape them must often be inferred rather than positively demonstrated. Yet, the important analytical problems raised by “absence” have rarely occupied the centre stage in professional journals. The aim of this paper is to sensitise researchers to (...) the problem of absence. It considers the various guises in which absences may appear, their repercussions in the research process, and the solutions that researchers have used to render absences visible. The paper focuses on the issue of absence as it appears in theory and research on social representations. A typology of absence, structured in terms of the research process, is proposed. The typology is intended purely as a heuristic tool. It identifies and discusses forms of theoretical, methodological, empirical and analytical/interpretive absences. This typology is used to explore forms of absence and their interrelationships throughout the research process in three studies on social representations. The discussion as a whole contributes to reaffirming the radical character of the theory of social representations by stressing how the latter locates the space of explanation at the interface between individual and collective representations, between social and cognitive processes, between intentional and non-conscious dynamics, and between material and symbolic realities. (shrink)

La gestion des compétences et son principal instrument, le référentiel de compétences, sont très répandus dans les grandes organisations canadiennes publiques et privées. La compétence éthique y est de plus en plus intégrée, sans toutefois qu’elle soit clairement définie. L’usage de ces référentiels pour « gérer » la compétence éthique des employés et des cadres pose également de nombreux enjeux pratiques et éthiques dont on doit prendre la mesure si l’on veut prétendre œuvrer à son développement. Ce texte vise à (...) mettre en lumière certains de ces enjeux et ainsi offrir quelques pistes de réflexion pour de futures recherches et pour les intervenants qui souhaitent intégrer la compétence éthique dans les référentiels. (shrink)

Les effets émotionnels que produisent l’arrivée et l’éducation d’un enfant polyhandicapé dans sa famille sont peu étudiés. La communication empathique avec l’enfant est mise à mal, le travail de contenance maternelle s’en trouve parfois défaillant. L’auteur met ainsi en relief deux défenses. Le comportement de dépendance émotionnelle active apparaît à la fois comme une compétence nécessaire pour décoder les états affectifs de l’enfant mais aussi comme un mécanisme de défense destiné à colmater l’angoisse. Le « recours à la médicalisation » (...) désigne un comportement qui ne parvient pas à considérer la réalité psychique de l’enfant. (shrink)

Is Architecture Today Still an Art?Theoretical Considerations and Ethical Consequences Architecture has been proposing, for many decades now, more and more spectacular buildings. This could lead to believe that architecture has reached the top of its art. But this question requires first to define art in general, and also the authentic art of architecture. For this purpose, we will use a Bergsonian methodology in order to unveil in an unprecedented way the two different natures of art. The first nature, "ephemeral (...) art", will be analyzed as an artistic performance, which is powered by the creative gesture. The second nature, "persistent art", relies on durable productions. Using a multidisciplinary approach, we will create links between the two natures of art and German musicology: "pathogenic" and "logogenic" architectural productions will be presented to validate if architecture respects its own profound nature. We will finally analyze the modern paradigm of occidental "occulocentric" way of creating with its lack of hermeneutic substance and, thus, its important ethical consequences. (shrink)

This critique of papers by hartshorne, tracy and eslick seeks a possible rapport between process theology and thomistic natural theology. both schools seek a god who is love, intimately involved in daily human life. but a dipolar god is not sufficiently transcendent to be so immanent. hence only love which is purely actual being can satisfy process intentions. tracy's new "tensive analogical language" and eslick's teleological explanation of novelty are thus more feasible on thomistic than on process grounds.

SEARCHING and learning... are altogether recollection". A long and strong tradition in Platonic studies has taken this statement as a literal description of what happens when we come to know something that we had not known before. That literal interpretation is commonly linked to a similarly literal interpretation of Plato's statements about the soul's cycle of rebirths, and to a transcendent rather than a transcendental view of the Ideas, one which gives them an ontological status separate from sensible particulars. Sensibles (...) thus recall to our minds the Ideas which we saw in our earlier life in the other world, the world to which our disembodied souls will return as a reward for having pursued the philosophical life. (shrink)

Les recompositions familiales touchent l’ensemble des liens familiaux et des liens intergénérationnels. Or, si l’on observe, tant sur le plan juridique que dans les pratiques des familles conjugales, une acception plus complexe et plus riche de la parentalité, les grands-parents restent souvent méconnus. Comment construisent-ils leurs rapports à leurs « beaux-petits-enfants »? Nous avons examiné la littérature et interrogé des « belles-grands-mères » pour tenter d’y voir plus clair. Quelles représentations le champ social offre-t-il des beaux-grands-parents? Et quelles sont concrètement (...) les conditions et les étapes qui rendent possible une identité « beau-grand-parentale »? (shrink)

Cet article présente le Corpus FRAN, premier corpus panfrancophone en ligne sur les variétés de français nord-américaines, élaboré dans le cadre du projet international Le français à la mesure d’un continent (dir. F. Martineau). Il présente d’abord les grandes questions théoriques qui sous-tendent le projet et l’élaboration du Corpus FRAN, puis discute de l’architecture du Corpus FRAN ainsi que de l’interface élaborée pour son interrogation et du protocole de transcription. La configuration du Corpus FRAN, couvrant plusieurs siècles et plusieurs communautés, (...) permet des recherches croisées qui sont susceptibles de mettre en évidence les convergences et divergences entre ces communautés et d’examiner le parcours particulier des locuteurs et scripteurs. Nous illustrons les perspectives qu’ouvre le Corpus FRAN sur la variation et le changement linguistiques par l’étude de deux traits typiques du français nord-américain : la variante m’as (et les variantes associées je vas et je vais) et les variantes de la conséquence ça fait que et so (et les variantes associées alors et donc). (shrink)

Lexical Semantics for Terminology: An introduction explores the interconnections between lexical semantics and terminology. More specifically, it shows how principles borrowed from lexico-semantic frameworks and methodologies derived from them can help understand terms and describe them in resources. It also explains how lexical analysis complements perspectives entirely focused on knowledge. Issues such as term identification, meaning, polysemy, relations between terms, and equivalence are discussed thoroughly and illustrated with various examples taken from different fields of knowledge. This book is intended for (...) readers who are interested in words and need to handle specialized terms as part of their activities, i.e. terminologists, translators, lexicographers, corpus linguists. A background in terminology or lexical semantics is not required since all notions are defined and explained. This book should complement other textbooks on terminology that do not focus on lexical semantics per se. (shrink)

Schmitz, whose insightful crudition matches that of his subject, traces the development of Wojtyla's project from the plays he wrote in the 1940s for the underground "theater of the living word," through his assimilation of the philosophical tradition as professor of ethics at the Catholic University of Lublin, then through the maturation of his own thought as Archbishop of Krakow and active participant in Vatican II, and into its flowering in the remarkable series of papal documents beginning with his Wednesday (...) talks on Genesis and first encyclical, The Redeemer of Man. Schmitz assesses the effort to integrate contemporary phenomenology into the metaphysical tradition as depending on several careful distinctions. The first is between a Husserlian bracketing of being and an algebraic one. Another is between phenomenology as a technique that presupposes a realistic metaphysics, and as an effort to establish realism that must fail because the intended object of consciousness is still consciousness itself, not an extramental world. A third is between value as a felt good and goodness as coincident with being. Only this latter allows for objective moral norms, for moral goodness that coincides with the existential fullness of human nature, and for moral obligation. The answer to the question "Why be moral?" thus has its solid answer in the potentiality of human nature for fuller, self-transcendent being. (shrink)

It is a truism that affectivity has been by and large neglected in Western philosophy in recent centuries, while analyses of knowledge, especially rational thought, abound. Classical American thought, which frequently takes community as a main theme, is something of an exception. But the fact remains that books with titles like this one's and Solomon's earlier The Passions raise hopes that a neglected and important philosophical topic is to receive some of the attention that it deserves. Solomon's Love: Emotion, Myth (...) and Metaphor, following a reverse order of the topics mentioned in its title, examines the metaphors and myths common to views of love in our culture, with a view to a philosophical reconstruction of the concept of romance. The main thesis continues that of his earlier book, viz., that emotions in general are actions. In Solomon's view, romantic love is not something that happens to us, that we undergo or "fall into," but something that we actively do. It is a free and conscious decision to give meaning to our experience by constructing, with a beloved, a "loveworld" in which we strive for a definable shared self. Choice, says Solomon, a feature of all emotions, is the most striking characteristic of love. Love has, like any choice, its reasons and conditions. It is a choice that our culture values highly because it enables us to achieve, in a society marked by public role-playing, individuality, and mobility, the stable identity of selves that would otherwise be impossible. Earlier societies provided these through stable family life and social order. (shrink)