Discusses Locke's life and views and their impact on American philosophy, as well as his role in the Harlem Renaissance.

El filósofo francés Alain Guy (La Rochelle, 1918 - Narbonne, 1998) dedicó por entero su vida al estudio de la filosofía española e hispanoamericana, dándola a conocer no sólo en el extranjero sino también en nuestro país.

Alain Badiou, one of the most powerful voices in contemporary French philosophy, shows how our prevailing ethical principles serve ultimately to reinforce an ...

. The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...) subjective justification takes precedence over strictly epistemological grounds. La réforme de l’éducation entamée en 2000-2001 au Québec a été justifiée en partie par la nécessité de mettre l’accent sur le développement intellectuel de l’élève et non plus, comme ça aurait été le cas dans les années 1970, sur le développement intégral de la personne. Or, aujourd’hui, le développement intellectuel est-il réellement devenu une priorité dans l’enseignement? Sans répondre de manière définitive ou catégorique, l’auteur soutient que dans certains milieux, la socialisation a plus d’importance que l’instruction et que dans certaines matières, la justification subjective de la connaissance prend le dessus sur une justification strictement épistémologique. (shrink)

This paper explores, analyzes, and investigates how the political ideologies of American citizens and their elected representatives interact with views put forth by corporate media to help shape various ideologies about environmental issues in contemporary America. I specifically enter into this area of exploration by focusing on one variable, the variable of religion. Therefore, in this paper I seek to help elucidate broad patterns and understandings of environmental issues in America as they have developed since the beginning of the modern (...) environmental movement, focusing especially on the role religion has and is playing in this process. The paper is driven by identifying two major groups in American society, Liberal/nurturant parent, and Conservative/strict father, and how the core values of each group influence their ideological approaches to religion, environmentalism, and politics. The investigation is undertaken in the larger context of worsening climate change, suggesting that the interplay of religious, political, and environmentalist ideology of the past few decades presages further ideological shifts in the coming decades about our changing biosphere. (shrink)

In this groundbreaking work, French legal scholar Alain Supiot examines the relationship of society to legal discourse. He argues that the law is how justice is implmented in secular society, but it is not simply a technique to be manipulated at will: it is also an expression of the core beliefs of the West. We must recognize its universalizing, dogmatic nature and become receptive to other interpretations from non-Western cultures to help us avoid the clash of civilizations. In Homo (...) Juridicus, Supiot deconstructs the illusion of a world that has become flat and undifferentiated, regulated only by supposed "laws" of science and the economy, and peopled by contract-makers driven only by the calculation of their individual interests. Such a liberal perspective is nothing but the flipside of the notion of the withering away of law and the state, promoted this time not under the banner of the struggle between classes, but rather in the name of the free competition between sovereign individuals. Supiot's exploration of the development of the legal subject-the individual as formed through a dense web of contracts and laws-is set to become a classic work of social theory. (shrink)

Since the book's first publication in 1988, Alain Badiou's Being and Event has established itself of one of the most important and controversial works in contemporary philosophy and its author as one of the most influential thinkers of our time. Being and Event is a comprehensive statement of Badiou's philosophical project and sees him recast the European philosophical tradition from Plato onwards, via a series of analyses of such key figures as Descartes, Spinoza, Leibniz, Hegel, Rousseau, and Lacan. He (...) thus develops the basis for a history of philosophy rivalling those of Heidegger and Deleuze in its depth. Now publishing in the Bloomsbury Revelations series to mark 25 years since the book's first publication in French, Being and Event is an essential read for anyone interested in contemporary thought. (shrink)

Le philosophe Alain Badiou, en dialogue avec Giovanbattista Tusa, propose ici d’abandonner la thèse heideggérienne d’une unité destinale de la philosophie, sous le nom de métaphysique. Plutôt que d’affirmer qu’il n’y a pas de vérité, il s’agirait alors de reconstruire une relation entre les vérités et un absolu non transcendant. En menant une critique radicale de la doctrine de la finitude, qui nous rappelle que l’être humain est mortel et qui affirme le relativisme culturel et le caractère inachevé de (...) tout accès au vrai, le philosophe entend ainsi montrer comment le concept d’infini serait la condition des vérités universelles. (shrink)

Résumé : Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’école québécoise à travers l’enseignement de diverses matières scolaires. Les premiers résultats de la recherche ont montré que pour les enseignants, la construction de l’identité de l’élève a beaucoup plus d’importance que la construction de l’identité collective. Cependant, le processus de subjectivation identifié ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de (...) « valeurs » ou de « références » communes dans l’enseignement des différentes matières. Par exemple, dans l’enseignement de l’histoire et éducation à la citoyenneté, la construction de l’identité individuelle et celle de l’identité collective sont en continuelle tension. Cependant, l’identité collective ne passe plus tant par le canal d’une mémoire identitaire ou d’un récit national que par la promotion d’une modernité articulée au pluralisme, à la critique, à la rationalité intersubjective et, paradoxalement, à la subjectivation précédemment évoquée. L’article portera donc particulièrement sur cette tendance observée au sein de l’enseignement du cours d’histoire et éducation à la citoyenneté. Abstract : This paper is part of a research program about the links between the missions of instruction and socialization of the Quebec school by the teaching of different school subjects. The first results of this research showed that for teachers, the construction of the identity of the student is much more important than the construction of collective identity. However, the process of subjectivation identified not mean that there is no more transmission or production of «values» or «references» common in teaching different school subjects. For example, in the teaching of history and citizenship education, construction of individual identity and the collective identity are in constant tension. However, the collective identity does not pass anymore by the way of a memory or a national story, but by the promotion of modernity articulated with pluralism, criticism, intersubjective rationality and, paradoxically, the subjectivation previously mentioned. This paper will therefore especially on this trend in the teaching of the course of history and citizenship education. (shrink)

Résumé : L’actuel programme d’« Histoire et éducation à la citoyenneté » pour le 2e cycle du secondaire, portant sur l’histoire du Québec, a suscité depuis 2006 de nombreux commentaires dans les milieux intellectuels en raison de son contenu. Certains affirment que la transmission des grands événements historiques qui structurent la mémoire collective ou nationale y est inexistante, d’autres soutiennent qu’il doit favoriser le développement des compétences critiques et citoyennes, donc, l’autonomie de l’élève face à la mémoire collective ou nationale. (...) Quelle position les enseignants du secondaire occupent-ils dans ce débat ? Il est possible de le découvrir par l’entremise de la perception qu’ils se font du programme et de ses trois compétences. Abstract: The current program «History and Citizenship Education» for the second cycle of secondary education, on the Quebec history, raised many comments in intellectual circles because of its content since 2006. Some argue that the transmission of major historical events that shape the collective or national memory is non-existent, others argue that it should promote the development of critical thinking and citizenship skills, thus the autonomy of the student facing the memory collective or national. What position secondary teachers do they have in this debate? It’s findable out through the teachers perceptions about program and its three skills. (shrink)

A clear and concise introduction to the political philosophy of Alain Badiou, centred in a political context.

Alain Badiou: Second manifesto for philosophyTranslated by Louise BurchillCambridge, MA: Polity Press, 2011, 164 pp. Alain Badiou is Professor Emeritus of Philosophy at the École Normale Supérieure in Paris. He is antipostmodernist, innovative modernist, and committed to the leftist tradition. His Second manifesto for philosophy is the English translation of the French original, Second manifeste pour la philosophie . While the book is coherent and elucidatory with regard to the issue of what it means today to be a (...) philosopher and to belong to the institution of philosophy, it is in principle best read as a continuation of Manifeste pour la philosophie , translated into English as Manifesto for philosophy . Precisely to allude to the reality that both books form a continuum, Badiou himself now refers to the first as the “First manifesto,” in many parts of the second book. Not only that Badiou describes the relationship between the two manifestoes to his two-volume work, Being and event, he sees the first manifesto and Vol. 1 of Being and event [1988 ] to be contiguous with each other. The same is true with the second manifesto and Vol. 2 of Being and event: Logic of worlds [2006 ]: they form a continuum. However, for purposes of economy, this review will simply focus on the relationship between the first and the second manifestoes, as the topic occupies a central role in the Second manifesto. (shrink)