This article focuses on the ethics of education and training, from an interdisciplinary perspective that is itself structurally embedded in the multi-referential nature of the education and training sciences. We draw on Daniel Sibony's conceptualization of the in-between as a professional position in education and training to consider ways of reconciling educational and training support and proximity with the realities of physical distance in digital interventions, all in an ethical way. We discuss the conditions under which support can be successfully (...) incorporated into distance learning (1), dialecticize presence and digital technology in education and training (2), and finally lay some groundwork for an ethics of benevolent digital support, based on the concept of authority and its mutations in hypermodern democracies (3). (shrink)

This essay proposes interdisciplinary work converging around a concept (the Anthropocene), a philosophical tradition (phenomenology), and an author (Merleau-Ponty) in order to overcome the limits of intelligibility to which can be confronted approaches that favor a single perspective on these themes, or a single theme approached from different perspectives. The first section of the essay develops a triple return to the foundations of the problem which interests us by treating in a synthetic manner the following three questions: what is the (...) Anthropocene? What does the idea of human autonomy truly mean? Can phenomenology help us think their encounter? The second section briefly introduces the reflective context in which Merleau-Ponty developed his thinking on Nature, on the human being as it emerges from Nature, and on technique in its relation both to the human being and to Nature. By adopting Merleau-Pontyan thought as a critical framework, the third section examines the current paradigm for the co-production of scientific knowledge and its implication for the inclusion of non-human nature. (shrink)

Hygge Philosophies: Between Cultural Heritage and Personal Development in the Face of the Hypermodern Quest for Individual Well-Being In this article, we are interested in hygge, often presented as a Danish philosophy of life. We question hygge as it is portrayed and listed in personal development literature (1). We suggest that, in the contemporary Western democratic context, hygge touches on both a part of Danish cultural heritage and a sphere of concerns typical of Western democratic hypermodernity (2). A concluding section (...) will allow us to make some generalizations about the stakes of intellectual work in our societies in the XXIst century and the contributions that philosophers can make (3). Keywords: hygge, individualism, democracy, well-being, personal development. (shrink)

Cet article saisit la question des fondements philosophiques de la formation des adultes en faisant fond sur les thèses du penseur critique de la modernité tardive Zygmunt Bauman (1925-2017). Le texte s’ouvre par un regard englobant et synthétique sur l’oeuvre intellectuelle de Bauman (1). Il isole ensuite plus spécifiquement ce qui en son sein nous aide à prendre la mesure de la centralité de l’éducation tout au long de la vie comme défi majeur de ce que l’auteur appelle une vie (...) liquide (3). La focale est ensuite encore resserrée sur ce qui, dans la pensée baumanienne, permet de faire signe vers un type polymorphe de formation des adultes à même de permettre aux individus contemporains tout à la fois d’apprendre à naviguer et d’apprendre en naviguant dans un monde problématique (3). Une ouverture conclusive permet enfin de récapituler les apports les plus décisifs de Bauman dans le cadre problématique qui est celui du présent numéro et de dégager les linéaments ou les têtes de pont de ce qu’une discussion de fond du diagnostic baumanien sur le monde hypermoderne et la philosophie de l’éducation qu’il requiert pourrait être (4). (shrink)

This paper introduces a hermeneutical approach to graphic novel representations of punishments inflicted on women accused of collaboration with the German occupant during the French purge in 1944- 1945. Since the study aims to determine to establish links between graphic novels and the evolutions of the historiography of the Occupation and Liberation of France, it includes a historiographical component. Drawing on other cultural medias who have dealt with this theme (novels, movies, poems, songs), the aim is also to identify the (...) meaning given by artists to their portrayals of shorn and assaulted women. The paper eventually introduces a broader philosophical reflection on the emancipation from authoritarianism. It is the study’s contention that graphic novelists are offering a feminist discourse and are using the theme of shorn and assaulted women during the liberation as a reminder of the late emancipation of women from male domination. (shrink)