Cet article a pour objet la conception de matériel pédagogique pour l’apprentissage endolingue de la relation entre le passé composé et l’imparfait dans le récit en FLE. Faut-il privilégier le choix d’une visée sur le procès ou bien montrer que la distribution des temps s’effectue à partir d’indices contextuels qu’il faut repérer? La première position a été représentée, par exemple, dans le manuel Libre Échange, mais délaissée par la suite. Notre propre analyse de 17 manuels publiés entre (...) 2006 et 2016 confirme la tendance. On constate en outre qu’il n’y a aucun exemple d’un même procès sous les deux aspects accompli et inaccompli, comme si cette option avait été bannie. Toutefois, l’approche aspectuelle n’est pas tout-à-fait absente : on considère le cas d’un manuel tendant à intégrer présence d’un sujet opérant des choix de visée et emplois normés des temps. Finalement, on propose un matériel qui exploite la syntaxe distincte des énoncés avec l’imparfait et le passé composé. Dans un cadre énactif, on envisage que l’énonciateur prend deux états différents, où il perçoit un présent imaginé, ou bien où il devient « possesseur » d’un accompli. On détaille la conception théorique, décrit des visuels extraits du matériel, et suggère une gestuelle pédagogique pour montrer comment cette approche peut soutenir l’apprentissage des temps du récit. (shrink)

Cet article aborde trois piliers essentiels de la culture maya : l’idée du monde comme un tout harmonieux au sein duquel tous les êtres vivants possèdent une âme ; l’idée de l’homme comme créature responsable de la planète et l’idée du temps envisagé de manière cyclique plutôt que linéaire, comme un devenir infini qui régit le monde et les hommes. L’idée de l’homme chez les Mayas de l’époque préhispanique a été recueillie principalement dans le Popol Vuh, un livre sacré de (...) l’ethnie quiché, écrit par les Mayas eux-mêmes une décennie après la conquête espagnole et dont les conceptions demeurent en partie valides pour les Mayas d’aujourd’hui, notamment la fraternité humain-animal et le devoir qu’ont les hommes de protéger le monde et de veiller à sa préservation. Ces diverses idées sont fondamentales pour ces peuples qui ont réussi à transcender le monde matériel afin d’y déceler des significations plus profondes dans la recherche d’une véritable harmonie cosmique. (shrink)

Cet article aborde trois piliers essentiels de la culture maya : l’idée du monde comme un tout harmonieux au sein duquel tous les êtres vivants possèdent une âme ; l’idée de l’homme comme créature responsable de la planète et l’idée du temps envisagé de manière cyclique plutôt que linéaire, comme un devenir infini qui régit le monde et les hommes. L’idée de l’homme chez les Mayas de l’époque préhispanique a été recueillie principalement dans le Popol Vuh, un livre sacré de (...) l’ethnie quiché, écrit par les Mayas eux-mêmes une décennie après la conquête espagnole et dont les conceptions demeurent en partie valides pour les Mayas d’aujourd’hui, notamment la fraternité humain-animal et le devoir qu’ont les hommes de protéger le monde et de veiller à sa préservation. Ces diverses idées sont fondamentales pour ces peuples qui ont réussi à transcender le monde matériel afin d’y déceler des significations plus profondes dans la recherche d’une véritable harmonie cosmique. (shrink)

While reflexivity is seen as a not-to-be-missed concept in professional training, references to design pedagogical devices to enhance actors’ reflective capacities on their professional situations and to foster their professional and personal development are scarce and embedded in a patchwork of theoretical and practical approaches. As designers of such devices in agricultural higher education, our practical experiences, theoretical background and discussions led us to build a model of reflexivity as five intertwined key dimensions. These dimensions deal with aspects of reflexivity (...) that it is possible to work on directly with learners by using appropriate scaffolding methods, which we describe and illustrate in this paper, referring to our teaching experiences. Two dimensions of the model are particularly relevant for people who are not familiar with reflexivity, and sometimes reluctant to practice it. (shrink)

Le but de cet article est une critique de la philosophie politique de M. Eric Weil. Par opposition à M. Weil, l'auteur définit la „politique" ici comme l'art du réalisable, à préciser comme : l'art d'arriver à court terme à une organisation de la société qu'on estime meilleure, et cela en employant tous les moyens permis. L'homme politique n'est pas, ainsi que l'affirme M. Weil, un „saint de Vtmiversel”, qui, en ce qui concerne l'emploi de la violence, se trouve au-dessus (...) de la loi. Ce „politicien-éducateur” est en vérité l'appui des régimes totalitaires et est d'ailleurs inconcevable en dehors de ceux-ci. En outre la théorie de M. Weil contient un certain nombre de contradictions internes et, si on la mesure à la pratique, elle se trouve être déficiente à beaucoup d'égards. Contre la conception platonicienne de M. Weil l'auteur défend la thèse que la politique n'est pas une infraction, regrettable mais inévitable, à „la morale”. C'est la tâche de l'homme politique de supprimer toutes les absurdités, inconséquences et injustices qui entachent les structures de la société. Ce qui, concrètement, est absurde, inconséquent ou injuste n'est pas déterminé par „la morale”, mais par la conscience du droit et par le sentiment moral d'une époque donnée. Les „certitudes” d'où part l'homme politique ne sont pas des Idées platoniciennes, mais des hypothèses de travail, qui dérivent leur contenu non pas de la contemplation des Idées, mais d'une notion de ce qui est juste et désirable, notion qui est déterminée par les conditions matérielles et spirituelles et qui se trouve dans un changement continuel. (shrink)

Le but de cet article est une critique de la philosophie politique de M. Eric Weil. Par opposition à M. Weil, l'auteur définit la „politique" ici comme l'art du réalisable, à préciser comme : l'art d'arriver à court terme à une organisation de la société qu'on estime meilleure, et cela en employant tous les moyens permis. L'homme politique n'est pas, ainsi que l'affirme M. Weil, un „saint de Vtmiversel”, qui, en ce qui concerne l'emploi de la violence, se trouve au-dessus (...) de la loi. Ce „politicien-éducateur” est en vérité l'appui des régimes totalitaires et est d'ailleurs inconcevable en dehors de ceux-ci. En outre la théorie de M. Weil contient un certain nombre de contradictions internes et, si on la mesure à la pratique, elle se trouve être déficiente à beaucoup d'égards. Contre la conception platonicienne de M. Weil l'auteur défend la thèse que la politique n'est pas une infraction, regrettable mais inévitable, à „la morale”. C'est la tâche de l'homme politique de supprimer toutes les absurdités, inconséquences et injustices qui entachent les structures de la société. Ce qui, concrètement, est absurde, inconséquent ou injuste n'est pas déterminé par „la morale”, mais par la conscience du droit et par le sentiment moral d'une époque donnée. Les „certitudes” d'où part l'homme politique ne sont pas des Idées platoniciennes, mais des hypothèses de travail, qui dérivent leur contenu non pas de la contemplation des Idées, mais d'une notion de ce qui est juste et désirable, notion qui est déterminée par les conditions matérielles et spirituelles et qui se trouve dans un changement continuel. (shrink)

This article proposes to break with the idealized approach of alternation. Far from political injunctions, organizational, strategic, managerial and bureaucratic after all, we propose a different reading of the alternating student in terms of pedagogy. By locating our thinking in a conception of pedagogy as expressed in teachers claiming the principles and values of the New Education, we invite you to exceed the formatted design of alternating considering it as a reflection on the relationship between education and culture.

Le concept de civilisation possède deux significations distinctes. Il désigne un ensemble de groupes culturels ayant entre eux un air de famille. C'est l'un des sens que Lucien Febvre reconnaît à la notion : Civilisation signifie simplement pour nous l’ensemble des caractères que présente aux regards d’un observateur la vie collective d’un groupement humain : vie ma­té­rielle ; vie intellectuelle, vie morale, vie politique et - par quoi remplacer cette ex­pression vicieuse? – vie sociale. C...

Il faut, dit-on, de tout pour faire un monde. Mais à force de tout comprendre, ce concept de monde ne recouvre plus rien de précis. Il désigne une somme de parties hétérogènes, comprenant pêle-mêle : constituants matériels, propriétés physiques, événements, personnes, actions... Ces fragments du monde, nous ne les connaissons qu'à travers le prisme de nos besoins ou de nos habitudes linguistiques et culturelles. Faudra-t-il renoncer à définir un concept de monde, au profit d'une multiplicité de perceptions du monde? Ce (...) livre propose d'examiner les principales tentatives, classiques ou contemporaines, de déterminer le concept de monde. Il évalue les grandes thèses métaphysiques sur la réalité du monde par rapport à nos représentations. Il discute les constructions esthétique, morale ou religieuse d'autres mondes possibles. Il affronte la question d'une science de l'univers. Habiter le monde pourrait nous interdire d'en être le spectateur impartial. Avons-nous, en définitive, affaire à un monde commun? (shrink)

In french and english speaking countries, the articulation between epistemological beliefs, conceptions of teaching and learning and pedagogical practices of secondary school teachers in the natural sciences and humanities has been little studied (Araújo-Oliveira, 2012 ; Bartos et Lederman, 2014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their teaching practices remain rather passive (OECD, 2019). Like in Therriault et al. (2018-2023), this article explores the characteristics of epistemological beliefs, conceptions of teaching (...) and learning, and teaching practices among a population of 112 secondary school teachers (beginners, intermediate and experienced) in the humanities and natural sciences in French-speaking Belgium. In a second step, we explore the articulations between these three theoretical constructs either from statistical analyses or from a more interpretative perspective. Quantitative analysis of the data (PCA, factorial ANOVA, correlations and Chi-square) show that teachers’ epistemological beliefs are rather refined, that there is an effect of professional seniority on these beliefs and that there is a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught. (shrink)

Le concept de civilisation possède deux significations distinctes. Il désigne un ensemble de groupes culturels ayant entre eux un air de famille. C'est l'un des sens que Lucien Febvre reconnaît à la notion : Civilisation signifie simplement pour nous l’ensemble des caractères que présente aux regards d’un observateur la vie collective d’un groupement humain : vie ma­té­rielle ; vie intellectuelle, vie morale, vie politique et - par quoi remplacer cette ex­pression vicieuse? – vie sociale. C...

The articulation between epistemological beliefs, conceptions of teaching and learning, and teaching practices of secondary school science and humanities teachers has been little studied, particularly in the francophone world (Araújo-Oliveira, 2012, 2019 ; Bartos & Lederman, 2 014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their actual teaching practices remain rather passive (TALIS international survey - OECD, 2019). After characterizing these three theoretical constructs in a sample of 215 Quebec secondary school (...) teachers (beginners, intermediate and experienced) in the humanities and social sciences and natural sciences, the article explores their articulations either through statistical analysis or by putting them into perspective in an interpretative phase of the research. The results are based on the quantitative analysis of teachers’ responses to a three-part closed online questionnaire. Statistical analyses (PCA, factorial ANOVA, correlations and Chi-square tests) show that teachers’ epistemological beliefs are rather refined, that there is an effect of seniority in the profession and an effect of the discipline taught on these beliefs, as well as a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught. (shrink)

It is argued that John Bickle’s Ruthless Reductionism is flawed as an account of the practice of neuroscience. Examples from genetics and linguistics suggest, first, that not every mind-brain link or gene-phenotype link qualifies as a reduction or as a complete explanation, and, second, that the higher (psychological) level of analysis is not likely to disappear as neuroscience progresses. The most plausible picture of the evolving sciences of the mind-brain seems a patchwork of multiple connections and partial explanations, linking anatomy, (...) mechanisms and functions across different domains, levels, and grain sizes. Bickle’s claim that only the molecular level provides genuine explanations, and higher level concepts are just heuristics that will soon be redundant, is thus rejected. In addition, it is argued that Bickle’s recasting of philosophy of science as metascience explicating empirical practices, ignores an essential role for philosophy in reflecting upon criteria for reduction and explanation. Many interesting and complex issues remain to be investigated for the philosophy of science, and in particular the nature of interlevel links found in empirical research requires sophisticated philosophical analysis. (shrink)

Selon Schiller, jouer, c’est agir en étant dégagé de toute contrainte et de toute obligation, et donc tirer grand plaisir de sa liberté par rapport aux nécessités. C’est ce sentiment de liberté rattachant le jeu au phénomčne esthétique de beauté qui fait sa grande valeur éducationnelle. La qualité que nous appelons beauté procure le męme plaisir que le jeu. Dans une belle śuvre d’art, la matičre n’est pas dominée par la forme ou vice-versa. Une śuvre d’art est un jeu libre (...) entre forme et substance, entre beauté et contrainte, et représente de ce fait le summum de l’activité ludique. Les jeux sont des pas sur la voie de la beauté, car ils éduquent ceux qui jouent au plaisir de la liberté de création. Contrairement ŕ la position de Schiller, Maria Montessori rejette le jeu comme moyen d’éducation. Elle pense que les enfants doivent travailler pour trouver leur voie ŕ travers les difficultés de la réalité. Or, l’analyse de ses méthodes révčle la présence de nombreux éléments de la liberté que Schiller attribue au jeu. Les enfants peuvent choisir les choses avec lesquelles ils « travaillent ». Ils ne sont pas obligés de les utiliser exactement de la maničre que l’éducateur leur montre. Et, ce qui est le plus important, les enfants prennent un grand plaisir ŕ exécuter leur « travail ». Dans cet article, l’auteur interprčte d’abord les réflexions de Schiller sur l’éducation ŕ travers le jeu, oů l’accent est mis sur l’imagination. Dans la seconde partie, l’auteur discute la question de savoir s’il est justifié de prétendre que Maria Montessori rejette l’imagination comme moyen d’éducation. (shrink)

L'œuvre de Michel Henry aura été de « recueillir » et développer le côté affectif de la phénoménologie, que Husserl, dans un passage clé de ses « Idées directrices », a délaissé au profit du côté intentionnel de la subjectivité - tout comme trois siècles plus tôt Descartes avait « recueilli » la subjectivité écartée par Galitée. Le texte qui suit compare le concept de soubassement, ou âme, chez Husserl avec celui de chair chez Michel Henry. On verra que les (...) deux philosophes parlent d'une couche sensible, qu'on peut d'une certaine manière situer entre corps et esprit, de deux points de vue diamétralement opposés. Au-delà de l'opposition entre les deux philosophies, cette recherche mène à une interprétation topologique du rapport ente corps, âme et esprit, tel que suggéré par le terme husserlien de soubassement, et propose un éclairage différent de la notion henryenne d'auto-affection. (shrink)

La présente étude part d’une discussion de la thèse exposée par Catherine Colliot-Thélène dans son ouvrage La démocratie sans « demos » selon laquelle la démocratie moderne est « sans demos », composée uniquement de sujets de droits individuels. Appliquée à la construction européenne, cette thèse s’avère féconde, mais aussi problématique. Si elle conduit à sortir des mythes du contrat social et du pouvoir constituant et de poursuivre la démocratisation par la seule garantie du droit subjectif, elle le fait néanmoins (...) en maintenant l’un des axiomes principaux du contractualisme qu’elle réfute, à savoir l’idée que face à l’État seul l’individu est source de droit, non les corps intermédiaires, les communautés et les collectifs. Une autre tradition constitutionnelle fait pourtant plus efficacement l’économie du concept de pouvoir constituant, l’anglaise et l’allemande. Celle-ci développe l’idée d’une « constitution matérielle » ou « réelle », issue des rapports de la pluralité des puissances sociales et non de la volonté du législateur. On postule que cette tradition permet de mieux décrire l’intégration européenne et qu’elle livre des pistes précieuses pour démocratiser l’Europe. (shrink)

Hegel is most famous for his view that conflicts between contrary positions are necessarily resolved. Whereas this optimism, inherent in modernity as such, has been challenged from Kierkegaard onward, many critics have misconstrued Hegel's own intentions. Focusing on the Science of Logic, this transformative reading of Hegel on the one hand exposes the immense force of Hegel's conception of tragedy, logic, nature, history, time, language, spirit, politics, and philosophy itself. Drawing out the implications of Hegel's insight into tragic conflicts, (...) on the other hand, De Boer brings into play a form of negativity that allows us to understand why the entanglement of complementary positions always tends to turn into their conflict, but not necessarily into its resolution. (shrink)

What do players of videogames mean when they say they want to shoot zombies? Surely they know that the zombies are not real, and that they cannot really shoot them, but only control a fictional character who does so. Some philosophers of fiction argue that we need the concept of imaginative desires to explain situations in which people feel desires towards fictional characters or desires that motivate pretend actions. Others claim that we can explain these situations without complicating human psychology (...) with a novel mental state. Within their debates, however, these scholars exclusively focus on non-interactive fictions and children’s games of make-believe. In this paper, I argue that our experience of immersive, interactive fictions like videogames gives us cause to reappraise the concept of imaginative desires. Moreover, I describe how i-desires are a useful conceptual tool within videogame development and can shed new light on apparently immoral in-game actions. (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. -/- A partir de la présentation d’un cadre de recherche (le travail partagé des enseignants), ce texte soumet à l’empirie l’hypothèse de la co-élaboration de la situation professionnelle. Pour ce faire, en s’appuyant sur le cadre de Goffman, l’enquête empirique analyse le processus de reconstruction d’une séance d’enseignement (situation de référence) au cours d’une séance de conseil pédagogique (situation support) caractérisée par l’interaction entre une enseignante débutante et un formateur. L’invalidation de l’hypothèse débouche sur une proposition de conceptualisation de la situation professionnelle qui combine des approches définitoires (insistant sur la dualité entre sa singularité et sa généricité) et méthodologiques. (shrink)

The idea that the state ought to be neutral towards different conceptions of the good life has been an influential principle in liberal theory since the 1970s. It has, however, been subject to criticism by communitarians, multiculturalists and liberal perfectionists. Recently, Peter Balint has attempted to defend state neutrality against its liberal critics as the adequate interpretation of the liberal project by redefining it as a range concept. By arguing that neutrality always occurs within a specific range of permissible conceptions (...) of the good life, Balint provides a convincing rebuttal of neutrality’s critics. In this paper I argue that while neutrality as a range concept provides an adequate account of state neutrality, it also makes it vulnerable to a new line of critique. Since the range of neutrality cannot be deduced from the principle of neutrality itself, neutrality is subject to political developments beyond its own control. I will start by clarifying the notion of neutrality as a range concept. Secondly, I will demonstrate that Balint’s notion of the range concept finds ample support in the wider literature on neutrality. Thirdly, I will argue that, as a range concept, neutrality ultimately depends on politically constituted value judgments. (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. A partir de la présentation d’un cadre de recherche (le travail partagé des enseignants), ce texte soumet à l’empirie l’hypothèse de la co-élaboration de la situation professionnelle. Pour ce faire, en s’appuyant sur le cadre de Goffman, l’enquête empirique analyse le processus de reconstruction d’une séance d’enseignement (situation de référence) au cours d’une séance de conseil pédagogique (situation support) caractérisée par l’interaction entre une enseignante débutante et un formateur. L’invalidation de l’hypothèse débouche sur une proposition de conceptualisation de la situation professionnelle qui combine des approches définitoires (insistant sur la dualité entre sa singularité et sa généricité) et méthodologiques. (shrink)

The paper studies the contribution of Joaquim de Carvalho, a teacher at the University of Coimbra in the first half of last century, to the phenomenological movement in Portugal. Its importance is not restricted to the introduction he had prepared for the Portuguese translation of The Philosophy of rigor as science. He used the lessons of Edmund Husserl to build a critique of Hegelian and positivist conceptions in his work History of Philosophy. It also draws on phenomenology to treat problems (...) such as homesickness. All these aspects of the project as publisher of phenomenology in Portugal, especially in education. (shrink)

An examination of the post-Darwinian history of biological taxonomy reveals an implicit assumption that the definitions of taxon names consist of lists of organismal traits. That assumption represents a failure to grant the concept of evolution a central role in taxonomy, and it causes conflicts between traditional methods of defining taxon names and evolutionary concepts of taxa. Phylogenetic definitions of taxon names (de Queiroz and Gauthier 1990) grant the concept of common ancestry a central role in the definitions of taxon (...) names and thus constitute an important step in the development of phylogenetic taxonomy. By treating phylogenetic relationships rather than organismal traits as necessary and sufficient properties, phylogenetic definitions remove conflicts between the definitions of taxon names and evolutionary concepts of taxa. The general method of definition represented by phylogenetic definitions of clade names can be applied to the names of other kinds of composite wholes, including populations and biological species. That the names of individuals (composite wholes) can be defined in terms of necessary and sufficient properties provides the foundation for a synthesis of seemingly incompatible positions held by contemporary individualists and essentialists concerning the nature of taxa and the definitions of taxon names. (shrink)

This article aims at presenting for the first time a central concept in al-Fbs work that constitutes a keystone in understanding his thought, be it in its logical or political aspects. This concept is that of naqla, which, in terms of transmission and translation, its generic transcription can be rendered as. The naqla is a notion that pertains to rupture in linguistic, logical or temporal continuities, and hints at confusing contiguities in the use of words, in demonstrations and in historical (...) processes. This notion of naqla is at the centre of the preoccupations of al-Fbrrābian sense; namely as a concept that entirely renews the question of transmission and translation. (shrink)

« The students’ results are quite satisfactory, but I need to do more and more for the development of their knowledge and the evolution of my practices ». Leo is a secondary school teacher in the Humanities and Social Sciences (HSS) who is being followed in a case study and a mentorship that focuses on the connection between his epistemological beliefs, his conceptions of teaching and learning, and his practices. This follow-up is part of a post-doctoral fellowship in Quebec, which (...) focuses on the idea that teachers’ relationship to knowledge is a part of their habitus that influences their practices. How then can Leo’s relationship to knowledge and epistemological/pedagogical beliefs explain his need to « do more and more »? What impact do they have on his practices? What teacher/researcher mentoring should be considered? Filmed observations of his SHS teaching, post-observation interviews and mentoring sessions were analyzed. We note an evolution in her practices, moving from a quantitative to a qualitative relationship with academic knowledge. (shrink)

This book is the first extensive treatment of Husserl's phenomenology of time-consciousness. Nicolas de Warren uses detailed analysis of texts by Husserl, some only recently published in German, to examine Husserl's treatment of time-consciousness and its significance for his conception of subjectivity. He traces the development of Husserl's thinking on the problem of time from Franz Brentano's descriptive psychology, and situates it in the framework of his transcendental project as a whole. Particular discussions include the significance of time-consciousness for (...) other phenomenological themes: perceptual experience, the imagination, remembrance, self-consciousness, embodiment, and the consciousness of others. The result is an illuminating exploration of how and why Husserl considered the question of time-consciousness to be the most difficult, yet also the most central, of all the challenges facing his unique philosophical enterprise"--Provided by publisher. (shrink)

Cet article se propose d'analyser les relations entre l'anthropologie et l'indigénisme au Brésil. Pour cela, il retrace le processus de migration des savoirs indigénistes depuis leur contexte d'origine au Mexique jusqu'au Brésil, et les transformations qu'ils connaissent au cours de leur trajectoire jusqu'à aujourd'hui, en s'appuyant sur la notion de « traditions de savoirs » pour la gestion des populations qui se sont développées à partir de l'époque coloniale. Cette approche participe d'une anthropologie du colonialisme, en ce qu'elle étudie les (...) conceptions de la diversité culturelle des populations dans les administrations publiques brésiliennes et les façons de gouverner celles-ci. (shrink)

In this paper I explain the impact of phenomenological philosophy in the conceptions of Luís Cabral de Mancada about law and juridical experience. Stressing that Moncada was the first scholar in Portugal who made an extensive use of phenomenological doctrines within his own field of research, I show that Husserl, Hartmann, and Scheler were the most influential thinkers for him. As a matter of fact, they had a positive impact on Moncada’s conceptions about Law, the axiological realm, the State, and (...) jusnaturalism. (shrink)

In this paper, I stress the importance of Luís Cabral de Moncada for the resettlement of the Philosophy of Law in the Portuguese university. I focus my attention on the overthrown of Positivism, and, as a consequence, on the reintroducing of axiological and ethical issues in the foundations of positive law. In so doing, I consider the relevance Phenomenology had for Moncada’ s theory of law, namely the theory of eidetic insight, and, particularly, the phenomenology of values. Moncada’s appropriation of (...) some phenomenological themes and concepts was developed in a close contact with Husserl, Scheler, and Nicolai Hartrnann. (shrink)

Like the cracking of the genetic code and the creation of the atomic bomb, the discovery of how the brain's neurons work is one of the fundamental scientific developments of the twentieth century. The discovery of neurotransmitters revolutionized the way we think about the brain and what it means to be human yet few people know how they were discovered, the scientists involved, or the fierce controversy about whether they even existed. The War of the Soups and the Sparks tells (...) the saga of the dispute between the pharmacologists, who had uncovered the first evidence that nerves communicate by releasing chemicals, and the neurophysiologists, experts on the nervous system, who dismissed the evidence and remained committed to electrical explanations. The protagonists of this story are Otto Loewi and Henry Dale, who received Nobel Prizes for their work, and Walter Cannon, who would have shared the prize with them if he had not been persuaded to adopt a controversial theory (how that happened is an important part of this history). Valenstein sets his story of scientific discovery against the backdrop of two world wars and examines the fascinating lives of several scientists whose work was affected by the social and political events of their time. He recounts such stories as Loewi's arrest by Nazi storm troopers and Dale's efforts at helping key scientists escape Germany. The War of the Soups and the Sparks reveals how science and scientists work. Valenstein describes the observations and experiments that led to the discovery of neurotransmitters and sheds light on what determines whether a novel concept will gain acceptance among the scientific community. His work also explains the immense importance of Loewi, Dale, and Cannon's achievements in our understanding of the human brain and the way mental illnesses are conceptualized and treated. (shrink)

Niche construction theory highlights the active role of organisms in modifying their environment. A subset of these modifications is the developmental niche, which concerns ecological, epistemic, social and symbolic legacies inherited by organisms as resources that scaffold their developmental processes. Since in this theory development is a situated process that takes place in a culturally structured environment, we may reasonably ask if implicit cultural biases may, in some cases, be responsible for maladaptive developmental niches. In this paper we wish to (...) argue for an affirmative answer. In order to do so, we first propose to conceptualize implicit bias as embodied perceptual habits, and then proceed to show that these habits are at least partially responsible for maladaptive developmental niches of children with Down syndrome and autism. With this framework we thus hope to bring together two fields of research that haven’t been explicitly connected: implicit bias and niche construction theory. Linking these two theories may bring benefits both to implicit bias researchers, who can extend this concept to characterize other sets of processes as biased, as well as to niche construction theorists, who will have a useful theoretical tool to diagnose maladaptive features of niches brought about by sociocultural biases. (shrink)

Husserl places “around 1898” the introduction of the notion of ‘ phenomenon’ in his philosophy. If one of the tasks of the history of philosophy is to circumscribe the problems which originated the creation of a new concept in some doctrine, the purpose of this paper is to investigate what difficulties had roused the invention of the idea of ‘phenomenon” in the husserlian philosophy.

(Ch. 6) les conceptions de Constant en matière économique et sociale. (ch. 7) l'influence de Constant.

This article states that, with his narrative, the author of Daniel 6 creates the presence of Elohim outside Jerusalem and Israel, within non-Israelite environments. Applying a body-space frameset to the texts of Daniel 6 helps to read the text as a construction of concepts. With his narrative the author creates the presence of Elohim outside Jerusalem and Israel, within non-Israelite environments. Furthermore, a spatial frameset shows that the story of Daniel 6 can be read as a conclusion to a larger (...) narrative that stretches from Daniel 1–6. In this narrative the author utilises spatial concepts such as the character of Daniel; the lion’s den; Jerusalem and King Darius, to establish the omnipresence of the God of Israel. In constructing this presence of-God reality the author conveys a message of hope and trust in the authority of the God of Israel. In this regard Daniel 6 is not just a story about the character Daniel being persecuted for his faith; rather it is a story about the God of Israel establishing his presence and his ability to act through and within space and time. (shrink)

Psychological factors have long been associated with the onset, maintenance and exacerbation of many cutaneous disorders (Newell, 2000, p. 8; Papadopoulos, Bor & Legg, 1999, p. 107). Chronic cutaneous disease is often visible to others so that social factors in coping and adjustment are thus highly relevant (Papadopoulos, et al., 1999, p. 107). Psychological factors tend, however, to be overlooked in the dermatological treatment domain when the skin problem is not regarded as life threatening (MacGregor, 1990 as cited in Papadopoulos, (...) et al., 1999, p. 113). In 2004, at a meeting of the Editorial Board of Dermatology Nursing, the need for studies presenting the patient’s perspective on living with a skin disease was discussed. It was thought that qualitative exploration of the patient’s experience of cutaneous disease would provide medical and mental health care professionals with valuable insights and important information to help improve dermatology patient care (Hill, 2004, p. 399). More specifically, Papadopoulos et al. (1999, p. 122) posit that qualitative exploration of dermatological patients’ lived experience might help provide insight into the efficacy of coping strategies, the need for psychological counsel, and also the need for a more holistic understanding of this patient population rather than maintaining a dichotomous focus on either the mind or the body. Research in the field is currently characterised by (a) a predominance of quantitative studies, the design of which results in inevitable loss of in-depth information regarding the experiential world of sufferers of cutaneous disease (Hill, 2004, p. 399; Papadopoulos, et al., 1999, p. 122), and (b) a dearth of studies investigating the impact of disfiguring skin conditions on the self-concept. In order to address this lack, and simultaneously to contribute towards mapping the psychodermatological terrain in need of qualitative exploration, this paper attempts to integrate the findings of relevant studies in the fields of both dermatology and psychology, with specific focus on women suffering from psoriasis, a common chronic disorder of the skin, and the impact of this on the various dimensions of self. The primary aim of this paper is, however, to prompt qualitative - and, in particular, phenomenological - research in the area of body disfigurement and selfconcept in order to elucidate the lived experiences of people afflicted with disfiguring dermatological conditions, and as such to promote necessary change in the therapeutic domain. Indo-Pacific Journal of Phenomenology , Volume 6, Edition 1 May 2006. (shrink)

Philosophers have constituted business ethics as a field by providing a systematic overview that interrelates its problems and concepts and that supplies the basis for building on attained results. Is there a properly theological task in business ethics? The religious/theological literature on business ethics falls into four classes: (1) the application of religious morality to business practices; (2) the use of encyclical teachings about capitalism; (3) the interpretation of business relations in agapa-istic terms; and (4) the critique of business from (...) a liberation theological point of view. Theologians have not adequately addressed the questions of whether there are particular theological tasks in the field as they define it, and whether, if they define it, the theological definition is different from the philosophical. (shrink)

Taxonomies of living things and the methods used to produce them changed little with the institutionalization of evolutionary thinking in biology. Instead, the relationships expressed in existing taxonomies were merely reinterpreted as the result of evolution, and evolutionary concepts were developed to justify existing methods. I argue that the delay of the Darwinian Revolution in biological taxonomy has resulted partly from a failure to distinguish between two fundamentally different ways of ordering identified by Griffiths : classification and systematization. Classification consists (...) of ordering entities into classes, groups defined by the attributes of their members; in contrast, systematization consists of ordering entities into systems, more inclusive entities whose existence depends on some natural process through which their parts are related. Evolutionary, or phylogenetic, systematics takes evolutionary descent to be the natural process of interest in biological taxonomy. I outline a general framework for a truly phylogenetic systematics and examine some of its consequences. (shrink)

Does philosophical critique have a future? What are its possibilities, limits, and presuppositions? Bringing together outstanding scholars from various traditions, this collection of essays is the first to examine the forms of critique that have shaped modern and contemporary continental thought. Through critical analyses of key texts by, among others, Spinoza, Kant, Hegel, Marx, Adorno, Habermas, Foucault, and Rancière, it traces the way critique has time and again geared itself towards new cultural, social, and political problems, shedding those of its (...) assumptions no longer deemed tenable. It is our hope that the many voices of critique that arise from the present volume will produce effects – new doubts, new insights, new challenges, or new resources – that none could have achieved on their own. (shrink)