(1996). Public opinion and democratic culture: The French revolution. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 175-180.

(1996). Public opinion and democratic culture: The French revolution. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 175-180.

Republicanism, Liberalism and the French Revolution. This article studies, on the basis of the evidence provided by the discursive action of journalists and patriot pamphleteers, the transformations brought about in the context of the process leading to the fall of the king.

Cross-border reproductive care (CBRC) can be defined as the movement from one jurisdiction to another for medically assisted reproduction (MAR). CBRC raises many ethical concerns that have been addressed extensively. However, the conclusions are still based on scarce evidence even considering the global scale of CBRC. Empirical ethics appears as a way to foster this ethical reflection on CBRC while attuning it with the experiences of its main actors. To better understand the ‘in and out’ situation of CBRC in Canada, (...) we conducted an ethnographic study taking a ‘critically applied ethics’ approach. This article presents a part of the findings of this research, obtained by data triangulation from qualitative analysis of pertinent literature, participant observation in two Canadian fertility clinics and 40 semidirected interviews. Based on participants’ perceptions, four themes emerged: (1) inconsistencies of the Canadian legal framework; (2) autonomy and the necessity to resort to CBRC; (3) safety and the management of CBRC individual risks; and (4) justice and solidarity. The interaction between these four themes highlights the problematic of ‘reproductive outsourcing’ that characterised the Canadian situation, a system where the controversial aspects of MAR are knowingly pushed outside the borders. (shrink)

New concepts may prove necessary to profit from the avalanche of sequence data on the genome, transcriptome, proteome and interactome and to relate this information to cell physiology. Here, we focus on the concept of large activity-based structures, or hyperstructures, in which a variety of types of molecules are brought together to perform a function. We review the evidence for the existence of hyperstructures responsible for the initiation of DNA replication, the sequestration of newly replicated origins of replication, cell division (...) and for metabolism. The processes responsible for hyperstructure formation include changes in enzyme affinities due to metabolite-induction, lipid-protein affinities, elevated local concentrations of proteins and their binding sites on DNA and RNA, and transertion. Experimental techniques exist that can be used to study hyperstructures and we review some of the ones less familiar to biologists. Finally, we speculate on how a variety of in silico approaches involving cellular automata and multi-agent systems could be combined to develop new concepts in the form of an Integrated cell (I-cell) which would undergo selection for growth and survival in a world of artificial microbiology. (shrink)

In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...) they have a student teaching placement or not. : A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

Research has demonstrated that people readily pay more attention to negative than to positive and/or neutral stimuli. However, evidence from recent studies indicated that such an attention bias to negative information is not obligatory but sensitive to various factors. Two experiments using intergroup evaluative tasks (Study 1: a gender-related groups evaluative task and Study 2: a minimal-related groups evaluative task) was conducted to determine whether motivation to strive for a positive social identity - a part of one's self-concept - drives (...) attention toward affective stimuli. Using the P1 component of event-related brain potentials (ERPs) as a neural index of attention, we confirmed that attention bias toward negative stimuli is not mandatory but it can depend on a motivational focus on affective outcomes. Results showed that social identity-based motivation is likely to bias attention toward affectively incongruent information. Thereby, early onset processes - reflected by the P1 component - appeared susceptible to top-down attentional influences induced by the individual's motivation to strive for a positive social identity. (shrink)

In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...) they have a student teaching placement or not. A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

S'il n'est pas un véritable juriste, Rousseau ne s'en est pas moins intéressé à de nombreux problèmes juridiques, du droit public romain au droit de la famille. La réflexion historique occupe également une place importante dans son oeuvre. Ce sont ces aspects moins connus de la pensée de Rousseau jurisconsulte et historien qui sont abordés dans ce volume, considérant aussi le rayonnement du citoyen de Genève dans l'histoire intellectuelle et politique occidentale. Inspirateur des révolutionnaires français, utilisé plus que compris, récupéré (...) par les uns, dénoncé par les autres, Rousseau a eu une influence sur nombre de penseurs politiques et de législateurs constitutionnels. Le présent ouvrage invite ainsi à suivre la trace de cette influence pour restituer à sa pensée politique la singularité comme l'ampleur de sa place dans l'histoire. (shrink)

(1996). The historical lessons of human rights: In search of a new approach. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 498-503.

(1996). Latvia in search of a social policy model. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 652-658.

(1996). Socialism and the “political question”. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 532-537.

(1996). Rhetorical problems of emergent democracy: Political change and political discourse in Poland. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 568-574.

(1996). The contribution of communist states to the proscription of racist speech. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 801-811.

The question of the ethical life is arguably one of the most compelling, and urgent, questions of our time. As Peter Singer, among others, has pointed out, almost 10 million children die each year due to poverty, some of whom would not die if the amount of aid that we now offer increases significantly. As Singer has also pointed out, the exploitation of human beings and other animals is a major ethical and practical concern. There can be little reasonable doubt (...) that pain and suffering abound, in the world today, due to many causes such as poverty, disease, environmental degradation and destruction and anthropocentrism among others, just as there can be little reasonable doubt that some of the pain and suffering is preventable. So, what does it mean to live ethically today? Does it mean taking the point of view of the universe, as Sidgwick put it, memorably, rather than a narrow anthropocentric or speciesist view? Does it mean living in accordance with duties or obligations, or in light of recognised virtues, or with the minimisation of pain and suffering primarily in mind? Does it entail a consideration of the interests of other species and a rejection of the principle of the sanctity of human life? Does it mean not eating animals when other healthy alternatives are available, especially when those animals have been treated in ways that are inconsistent with their interests, whatever they may be? Does it mean taking active steps to reduce poverty on our part on a day to day basis? Is ethics exhausted in some sense today? And if we could reach some consensus on these questions, what difference would the ethical life make? Some argue that speciesism and the exploitation of human beings and other animals might diminish; that pain and suffering, especially gratuitous pain and suffering, would decrease, or at the very least, not increase; or that we will become more aware of the limitations of things such as "the traditional ethic of the sanctity of life", as Singer calls it. Some argue that the ethical life is closely related to a life of relationships, reflection and deliberation, all of which deepen our understanding and enrich us personally. Others argue that the ethical life is closely related to our search for a meaningful life - that the ethical life can help us to find meaning in a world in which "meaning", defined broadly, can seem elusive, enigmatic or unsubstantial. These and related issues and questions are explored in this collection, which illustrates the relevance, vitality and dynamism of ethics today. (shrink)

Raymond Durgnat here examines literally hundreds of films in an effort to isolate universals of the language of films and to loft their poetics to an articulate level.

This text aims to provide a contribution to the analysis of beliefs and, through the elaboration of the notion of good reasons, to make a significant contribution to the theory of rationality. It examines the main theories that have been used in the social sciences and psychology for the explanation of beliefs. The author develops a particular model which enables him to show that people often have good reasons to believe in false ideas. The central idea of this model is (...) that people often draw controversial conclusions from valid arguments because they introduce implicit statements which they do not perceive, since they treat them - with good reasons - as self-evident. Hence they can hold doubtful, or even false, conclusions and regard them as solidly grounded. Boudon shows that this model can be used to reinterpret many findings from the sociology of religion and the sociology of knowledge, as well as from cognitive psychology. (shrink)

This is the text of The Lindley Lecture for 2012, given by philosopher Raymond Geuss.

(1996). Stereotype discourse in Israel. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 680-688.

(1997). Super‐paradigms, art, and science: Romanticism and the birth of social science. The European Legacy: Vol. 2, Fourth International Conference of the International Society for the Study of European Ideas, pp. 749-754.