In 2012, the international PISA survey reinforced the observation that the French educational system is one of the most unequal among OECD countries. The observation of serious inequalities in access to educational success for pupils from disadvantaged backgrounds could lead to a pessimistic vision suggesting that any possibility of transformation of the system is doomed to failure. Thus, the fight against inequalities in access to educational success is a form of runaway object which constitutes a challenge for research which treats (...) the social context as evolving and susceptible to significant and novel transformations. Developmental work research aims to support the work of professionals in the re-elaboration of their practices by seeking to go beyond the status quo of an unequal school. Drawing on this framework within an institutional network of schools, we seek to show how the intervention has highlighted power issues inscribed in the structures and how the actors, through their commitment in the research collaborative process, seek to go beyond the power issues inscribed in their work routines and enacted during the research process by different kinds of antagonism. We will argue that the fight against educational inequality involves overcoming systemic power relations crystallized in institution. This systemic power is expressed by a form of episodic power. Our results show restrictive and constructive effect on the expansive learning process and on the construction of a collective in the formative interventions. The restrictive side of epistemic power should be linked to systemic power which is historically inherited. We discuss the results in the light of the emergence of a fourth generation of activity theory. Our research makes it possible to make conceptual and methodological progress in the construction of a fourth generation of activity theory by showing the need for analysis and expansively learn about problematic power relations in heterogeneous collectives. (shrink)

The sentences, usually short and declarative, succeed one another with the rapidity and authority of left jabs. Like Lewis Mumford, Professor Weiss is not afraid, when it is appropriate, to call attention to the obvious. Thus he points out.

Previous research addressing the association between leisure and happiness has given rise to the hypothesis that informal social activities might contribute more to happiness than solitary activities. In the current study, we tested how the two types of leisure—social and solitary—contribute to a person’s subjective sense of well-being. For the empirical estimate, we used four consecutive quarters of data collected from 533 people over the age of 16, from 13 Tsimane’ hunter-farmer villages in the Bolivian Amazon. Results suggest that only (...) social, not solitary, leisure has a positive and statistically significant association with subjective well-being. The association between solitary leisure and subjective well-being was negligible or negative. Future research should focus on emic definitions of social and solitary time, for solitary time might not always be equivalent to leisure and productive group activities might substitute for social leisure. (shrink)

Growing evidence suggests mothers invest more in girls than boys and fathers more in boys than girls. We develop a hypothesis that predicts preference for girls by the parent facing more resource constraints and preference for boys by the parent facing less constraint. We test the hypothesis with panel data from the Tsimane’, a foraging-farming society in the Bolivian Amazon. Tsimane’ mothers face more resource constraints than fathers. As predicted, mother’s wealth protected girl’s BMI, but father’s wealth had weak effects (...) on boy’s BMI. Numerous tests yielded robust results, including those that controlled for fixed effects of child and household. (shrink)

"This article deals with the mediality of empty chairs in the works by Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth and Eugène Ionesco. These empty chairs are explored as aisthetic-affective figures pervading historical periods and cultural boundaries that offer a specific portrait of absence, which is able to intensify the subject despite its physical non-presence. The argument is based on the dialectic process of dis/appearing, posthermeneutics and the theory of the supplement. Der Beitrag behandelt die Medialität leerer (...) Stühle in den Werken von Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth und Eugène Ionesco. Leere Stühle werden als ästhetisch-affektive Figuren untersucht, die historische Perioden und kulturelle Grenzen durch- und überschreiten; dabei präsentieren sie ein spezifisches Porträt von Abwesenheit, das das Subjet trotz seiner physischen Nicht- Gegenwart intensiviert. Die Argumentation gründet in dem dialektischen Prozess von Er- scheinen und Verschwinden, Posthermeneutik und der Theorie des Supplements. ". (shrink)

This article deals with the mediality of empty chairs in the works by Vincent van Gogh, Richard Weiner, Egon Schiele, Joseph Kosuth and Eugène Ionesco. These empty chairs are explored as aisthetic-affective figures pervading historical periods and cultural boundaries that offer a specific portrait of absence, which is able to intensify the subject despite its physical non-presence. The argument is based on the dialectic process of dis/appearing, posthermeneutics and the theory of the supplement.

Esta reseña invita a la lectura del ensayo de Dorte Katrin Jansen, dramaturga e investigadora teatral, quien presenta una cartografía de las dramaturgas mexicanas de mediados del siglo pasado hasta su fecha de publicación en 2018. Toma como punto de partida el trabajo de Elena Garro, Luisa Josefina Hernández y Sabina Berman para continuar con los procesos de más de ciento cincuenta dramaturgas. El esfuerzo de la autora por distinguir a las creadoras de acuerdo con su lugar de enunciación, así (...) como, la diferenciación entre escritura de las mujeres, femenina y feminista son tan solo algunos de los aportes que subrayo como relevantes en esta reseña. Con este trabajo la autora obtuvo el Premio Internacional de Ensayo Teatral. (shrink)

« Devant les nombreux changements qui touchent l’école, le rôle de la direction d’établissement se complexifie. Simultanément, le nombre de problèmes éthiques vécus dans les milieux scolaires s’accroît, et il devient nécessaire que les directions d’établissement développent leur agir éthique pour faire face à ces nouveaux défis. Le développement de l’agir éthique ne s’effectue cependant pas de manière spontanée ; il est plutôt le fruit d’une pratique réflexive. Il est donc souhaitable d’accompagner et de guider les professionnels dans ce processus (...) afin d’éviter qu’ils évoluent seuls dans un contexte instable et dans des situations habitées d’enjeux éthiques parfois difficiles à cerner. Le présent ouvrage propose des idées de formation conçues à la suite de diverses recherches menées au cours de la dernière décennie auprès de professionnels de l’éducation. L’auteure souhaite aider la direction d’établissement scolaire à développer son agir éthique, et ce, en abordant différents angles : l’introduction à des fondements théoriques en éthique, la mise en évidence de quelques enjeux dominants actuels dans les écoles afin de mieux circonscrire la source de certains problèmes éthiques ainsi que la présentation de stratégies et d’outils à utiliser dans la formation et dans la pratique. »--. (shrink)

Cet ouvrage propose d'unifier les sciences de l'homme entre elles et avec la philosophie en les articulant grâce à trois concepts fondamentaux: forme, sens et historicité.

Scripturalizing the Human is a transdisciplinary collection of essays that reconceptualizes and models "scriptural studies" as a critical, comparative set of practices with broad ramifications for scholars of religion and biblical studies. Contributors use the category of "scriptures"--understood not simply as texts, but as freighted shorthand for the dynamics and ultimate politics of language--as tools for self-illumination and self-analysis.

Inleiding in de muziekfilosofie die aanzet tot denken, maar ook tot luisteren dankzij de bijbehorende website.

La religion ne serait-elle que déraison ?