Il faudrait que le dialogue se fasse, non pas entre des personnes, mais entre les lignes, entre des chapitres ou des parties de chapitre. Ce seraient les vrais personnages. Perdre la mémoire : il faudrait plutôt dresser des " blocs ", les faire flotter. Un bloc d'enfance n'est pas un souvenir d'enfant. Un bloc nous accompagne, est toujours anonyme et contemporain, et fonctionne dans le présent - Oublier l'histoire : la question des devenirs, et de leur géographie. Un devenir-révolutionnaire est (...) plus important que l'avenir ou le passé de la révolution. Un devenir-femme, un devenir-animal sont plus importants que la différence des sexes et des règnes - Ne pas " faire le point " : plutôt tracer des lignes. Les lignes n'ont pas d'origine, et poussent par le milieu. On ne fait jamais table rase, on est toujours au milieu de quelque chose, comme l'herbe. Plus on prend le monde là où il est, plus on a de chance de le changer... Se séparer de l'appareil d'Etat et de tout système qui le prend pour modèle ou veut le conquérir : la présence diffuse de machines de guerre irréductibles au modèle d'Etat, toute une histoire populaire qui n'a pas été recueillie, un nomadisme même immobile. Devenir ou re-devenir marxiste : aucune analyse n'est possible si elle ne porte aussi sur les mécanismes industriels et surtout financiers dans un champ social. Non pas suprême instance, mais lignes, et régimes de signes, qui s'enchaînent avec les autres, et dont les flottaisons s'agencent avec d'autres flux. (shrink)

Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social justice, and role modeling a (...) critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities. (shrink)

Drawing on interviews and observational work with practicing U.K. plant scientists, this article uses Michel Callon's work as a tool to explore the issue of collaboration between academic science and business, in particular, calls by the Biotechnology and Biological Sciences Research Council for a return to “public good” plant science. In an article titled “Is Science a Public Good?” Callon contributed to the debate about the commercialization of science by suggesting that commercialization and the public good need not be incompatible. (...) Moving away from arguments that center on the effects of business involvement in science, he suggested that analysts use another model, centered on “diversity.” This model allows us to ask what society might want from science, what public good science might look like, and how public good science can be ensured while also recognizing that science cannot be easily separated from the market. (shrink)

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies (...) play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one’s professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: Experts in a research domain in bioengineering. Novices in a research domain in bioengineering. The non-research group—students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student’s level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills. (shrink)

Flax seedlings grown in the absence of environmental stimuli, stresses and injuries do not form epidermal meristems in their hypocotyls. Such meristems do form when the stimuli are combined with a transient depletion of calcium. These stimuli include the “manipulation stimulus” resulting from transferring the seedlings from germination to growth conditions. If, after a stimulus, calcium depletion is delayed, meristem production is also delayed; in other words, the meristem-production instruction can be memorised. Memorisation includes both storage and recall of information. (...) Here, we focus on information recall. We show that if the first transient calcium depletion is followed by a second transient depletion there is a new round of meristem production. We also show that if an excess of calcium follows calcium depletion, meristem production is blocked; but if the excess of calcium is in turn followed by another calcium depletion, again there is a new round of meristem production. The same stored information can thus be recalled repeatedly . We describe a conceptual model that takes into account these findings. (shrink)

Fifty-five 4-year-old children took part in a study focused on children's accounts of the situations that caused happiness, anger, sadness and fear in themselves, their friends, and their mothers. Themes, agents, and adequacy of accounts were studied at two time points. Interpersonal causes of anger and happiness were cited by many children; confusion about causes of anger and sadness was not evident, although the notion of loss and controllability as factors distinguishing causes of anger versus sadness found some support. Accounts (...) for self, friend, and mother differed considerably, suggesting emotion understanding could usefully be considered in relation to specific relationships. Analysis of individual differences showed that children who scored high on deception, emotion understanding, and false belief tasks at 47 months gave more adequate and differentiated accounts of mothers' and friends' emotions seven months later. Implications for our views of children's close relationships are discussed. (shrink)

Résumé Comme poète et comme romancière, Ingeborg Bachmann a tenté de confronter le langage à ses limites à la suite de Ludwig Wittgenstein. Sa lecture permet à Gargani de réfléchir philosophiquement au langage et à la connaissance et ainsi de découvrir l’utopie d’un « nouveau langage ».

Ce livre cherche à mettre en évidence les liens qui existent entre l’émergence de l’État moderne et le statut de la mère entre 1603 et 1675. L’association entre la mère nourricière et la nation anglaise, célébrée dans Richard II de Shakespeare comme « cette nourrice, cette matrice féconde en princes royaux » perdure et s’infléchit au xviie siècle. À partir de minutieuses analyses textuelles, développées dans cinq chapitres et présentées dans une foisonnante introduction, Rachel Trubowitz mont...

This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What 'is 'philosophy? What does philosophy do? This paper addresses the first research question—What 'is' philosophy?—by gathering together the various understandings of the word ‘philosophy’ circulating in the literature. There are ten understandings of what philosophy 'is' that have arisen from the literature: philosophy as a foundational concept; (...) philosophy as thinking—a skill, a disposition, a practice; philosophy as method or process; philosophy as a tool or instrument; philosophy as a creative task; philosophy as inquiry; philosophy as search for truth; philosophy as non-dogmatic teaching and hence the emancipation of thought; philosophy as communal activity; philosophy as a way of life. These ten understandings have been consistent over time, from writing in the field in the 1970s through to the present day. Many commentators hold and work with multiple understandings of what philosophy 'is' in their writing. (shrink)

_How constructions of time shape political beliefs about what is possible—and what is inevitable_ To secure power in a crisis, leaders must sell deep change as a means to future good. But how could we know the future? Nomi Claire Lazar draws on stories across a range of cultures and contexts, ancient and modern, to show how leaders use constructions of time to frame events. These frames carry an implicit promise to secure or subvert an expected future, shaping belief (...) in what is possible—and what is inevitable. “Ranging imaginatively across history and geography, this elegant book probes temporal sources of order and transformation. Its analytical wisdom discloses how calendars and representations of time shape political legitimacy, dispositions, and action.”—Ira I. Katznelson, author of _Fear Itself: The New Deal and the Origins of Our Time_ “Great political leaders, for good or ill, seek to shape our daily lives by playing with time itself. That is the central insight of this elegant, erudite volume, one that means I will henceforth listen to speeches and manifestos with new ears and new tools to rebut them.”—Anne-Marie Slaughter, President and CEO, New America “Nomi Lazar gives us a fascinating exploration of the political construction of time itself, as structured by calendars, dating systems, and other mechanisms used for legitimation, revolution, and a myriad of other political purposes. A memorable and endlessly interesting book.”—Adrian Vermeule, Harvard Law School. (shrink)

This article considers the ways in which Julia Kristeva's work aligns with process philosophy, resisting the essentialism of substance philosophy.

The use of charged-particle radiation therapy is an increasingly important development in the treatment of cancer. One of the most pressing controversies about the use of this technology is whether randomised controlled trials are required before this form of treatment can be considered to be the treatment of choice for a wide range of indications. Equipoise is the key ethical concept in determining which research studies are justified. However, there is a good deal of disagreement about how this concept is (...) best understood and applied in the specific case of CPRT. This report is a position statement on these controversies that arises out of a workshop held at Wolfson College, Oxford in August 2011. The workshop brought together international leaders in the relevant fields , including proponents on both sides of the debate, in order to make significant progress on the ethical issues associated with CPRT research. This position statement provides an ethical platform for future research and should enable further work to be done in developing international coordinated programmes of research. (shrink)

This paper examines some of the moral panics around hyperactive children, the construction of Attention Deficit-Hyperactivity Disorder, and the lure of Ritalin in turning kids identified as at risk into successful, productive individuals. Through a historicization of the child as a psychiatric subject, we try to demonstrate Ritalin's part in the uneven development of modern trends towards the pathologization of everyday life, a developing continuum between normality and abnormality, and an emphasis on the malleability of children and the importance of (...) environment in their upbringing. We conclude that Ritalin is a part of modernity's project of turning people into individuals—in this case, a kind of US transcendence fantasy—which, along with discourses and institutions, promises to transform young subjects and biocosmetically alter their futures. (shrink)

This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal (...) development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do? (shrink)

Around the world, unhealthy diets are a leading cause of disease. Shifting population diets in a healthier direction will require downstream policy interventions. This means changing the composition of the processed food supply, particularly reducing salt, sugar and fat. Mandatory nutrient limits imposed by government are one way of achieving this. However, they have been criticized as a particularly intrusive regulatory option, interfering with both free markets and free choices. At the same time, voluntary industry reformulation has become an intervention (...) favoured by national governments, the World Health Organization and the food industry. This article uses a comparison of the two interventions—which share a common public health goal, albeit achieved through different regulatory means—as a basis to evaluate the ethical charges against mandatory nutrient limits. It makes three main findings: that both affect free dietary choice in very similar ways; that dominant public health ethics frameworks are not well equipped to compare mandatory and voluntary forms of regulation; and that food governance is inherently multisectoral, involving markets, governments and the public. Taking these findings into account, the article calls for a more nuanced ethical evaluation of food reformulation policies. (shrink)

Marie Curie, double Prix Nobel de physique et de chimie, est sans aucun doute la femme scientifique la plus connue au monde. Sa fille aînée, Irène Joliot-Curie a suivi brillamment sa trace, obtenant elle aussi un Prix Nobel de chimie. Elle a par ailleurs donné son nom à un prix qui récompense aujourd’hui le parcours remarquable de femmes scientifiques. Mais derrière la carrière exceptionnelle de ces deux femmes, derrière les découvertes scientifiques d’intérêt mondial, il y a une mère et une...

Le grand historien américain Thomas Laqueur s’attaque dans un livre érudit et conceptuel à un sujet qui prête d’ordinaire à la plaisanterie : la masturbation. Celle-ci a pourtant été considérée avec le plus grand sérieux par les théologiens, les médecins ou les pédagogues, qui ont longtemps pensé qu’elle pouvait conduire à une terrible déchéance physique et morale, voire à la mort. Thomas Laqueur cherche à comprendre comment et pourquoi cette croyance s’est imposée au siècle des Lumières pour...

This paper is an exploration of a current environmental issue dividing two industries in the UK. The issue is offshore wind farms, and the industries are commercial fishing and wind energy. The controversy over offshore wind farms highlights three core issues of conflict: the adequacy of stakeholder consultation processes; the right to compensation for loss of livelihood; and the lack of adequate data. We find that the characterisations that developers, regulators, and fishers hold of each other critically inform their positions (...) on these issues. We examine the weak bargaining position of fishers, and the 'power game' that is played out between them and developers. We conclude that offshore wind farm development would be better managed if stakeholder consultation was more extensive, compensation claims were standardised, and scientific data were more readily available, but that in the meantime, fishers could improve their bargaining power by mobilising potential allies. (shrink)

This article reports the results of research into the transfer of skills during teacher training practica in Haiti. Ten students participated in semi-structured interviews, reporting on how they were able to transfer skills developed from facing challenges during their practica. In addition to describing the contribution of their practica to their professional training, the article discusses ideas for amending teacher practica supervision and to maximize the potential for reflective practice.

Due to a simplistic interpretation of the Holly Scriptures, the Christian world has for a long time largely rejected the Darwinian theory. It was therefore, even in the twenties of the post century, difficult to reconcile the idea of the common origin of all species and a superficial reading of the Book of Genesis. In this context, two catholic priests who were also scientist - Teilhard de Chardin and Henry de Dorlodot - tried to reconcile their scientific adhesion to Darwin's (...) theory and their faith to God. They held o similar scientific opinion but by different ways. In fact, they gat iota two opposite situations due to the very different receptions given to their claim: Teilhard de Chardin, severely repressed, was sent to China in order to prevent the diffusion of his ideas whereas de Dorlodat's book was published and acclaimed. This was probably due to the use mode by the second of times of on essentially theological argumentation in order to present the underlining scientific theory. Teilhard de Chardin developed his argumentation trough a scientific analysis ending up in philosophical and religious conclusions. On the other hand, some believing scientists were able to find in the de Dorlodot's argumentation the theological support for their knowledge that they needed. (shrink)

During the publication process of above mentioned article the Notes to Figures 1, 2, 3, and 4 were erroneously deleted from the figure legends. The correct versions are given below.

In lieu of an abstract, here is a brief excerpt of the content:Moments of Beating Addiction and Inscription in Virginia Woolf’s “A Sketch of the Past”Barbara Claire Freeman (bio)My title, which alludes to the collection of autobiographical essays authored by Virginia Woolf and entitled Moments of Being, implies that being and beating are co-constitutive and that exploring their interdependence may shed light upon the logic that binds the one to the other. In particular, I want to examine the ways (...) in which Woolf’s “A Sketch of the Past”—it is the longest essay in the collection and presumably incomplete, since Woolf wrote the last entry shortly before killing herself in 1941—sets up a complex relationship between beating, writing, and compulsion. For the text in which the phrase “moment of being” first occurs also reveals that the activity of writing, to which Woolf was addicted, has the symbolic valence of beating and functions at the level of language in the same ways that beating functions on the body. I will begin to unpack this perhaps obscure equation by focusing upon the relationship between being and beating in the experiences that define Woolf’s “moments of being.” 1In the opening pages of “A Sketch,” Woolf describes the routine, eminently forgettable aspects of daily life as “a kind of nondescript cotton wool”; the phrase is her “private shorthand” for the general and diffuse “moments of non-being” that predominate in daily life and in which, by contrast, “moments of being” are “embedded” [70]. “Every day,” Woolf notes, “includes much more non-being than being”; and although “the real novelist can somehow convey both sorts of being” [70], Woolf believes that “behind the cotton wool is hidden a pattern” [72] and that her vocation as a writer is to discover and communicate it.Though occasionally “moments of being” produce the experience of rapture or ecstasy, an aspect of beating I will presently explore, most frequently they name moments that entail negation and self-shattering. “Moments of being” are moments of extreme violence that “remain interesting” [78] not because they lead to self-transcendence or discovery, but because they provoke a sense of utter helplessness and paralysis. With one exception, Woolf’s “moments” involve memories of being beaten up by life: “a sudden violent shock” occurs “when something happened so violently that I have remembered it all my life” [71]. Woolf’s submission to her brother Thoby’s beating remains in her memory as inaugural:The first: I was fighting with Thoby on the lawn. We were pommelling each other with our fists. Just as I raised my fist to hit him, I felt: why hurt another person? I dropped my hand instantly, and stood there, and let him beat me. I remember the feeling. It was a feeling of hopeless sadness. It was as if I became aware of [End Page 65] something terrible; and of my own powerlessness. I slunk off alone, feeling horribly depressed.[71]The shock of a beating occasions Woolf’s knowledge that rupture may function as a form of revelation; its reception initiates a drive to repeat in words the impact and imprint of the blows she has received. Being beaten not only provides her with a paradigm of being, but institutes a reciprocal and necessary relationship between beating and writing in which the one elicits and engenders the other. 2Another “moment” recounts the experience of being “dragged down, hopelessly, into some pit of absolute despair from which I could not escape” upon hearing about the suicide of a family friend, a certain Mr. Valpy:I overheard my father or mother say that Mr. Valpy had killed himself. The next thing I remember is being in the garden at night and walking on the path by the apple tree. It seemed to me that the apple tree was connected with the horror of Mr. Valpy’s suicide. I could not pass it. I stood there looking at the grey-green creases of the bark—it was a moonlit night—in a trance of horror.... My body seemed paralysed.[71]As Woolf’s body received her brother’s blows, her consciousness receives the shock of overhearing news of a suicide. The memory of Mr... (shrink)

Gender, Power and Sexuality is a collection of original and exciting articles by well-known feminists which makes a major contribution to our understanding of the ways in which men exercise control over girls and women in their daily lives, in the home, at school, at work and in the courts. Women are seen to resent and challenge male power, but, the institutionalisation of male power is shown to mitigate against women taking control over their own lives.

The necessity of reconsidering and rethinking the aesthetics of a literary genre is not a novelty. Now that the traditional distinction between argumentative theory patterns and narrative styles of thinking has blurred, the relationship between philosophy and literature raises a principal question: the definition of philosophy itself and of philosophical activity. Modern literature, and in particular the novel of the last century, embodies a polyphonic, complex cognitive enterprise which includes both original uses of language and sophisticated patterns of moral reflection. (...) Modern literature thus represents a new model of paradigmatic thinking for philosophical activity, and both philosophy and literature can be.. (shrink)

The commentators provide a wealth of additional neurobiological data that ought to be integrated in a comprehensive model. This response article, however, focuses on clarification of conceptual queries, thereby outlining the proposed theory of hallucinations more sharply, discussing its relationship with schizophrenia, and explaining why underconstrained thalamocortical activation may well be a candidate mechanism responsible for acute schizophrenic symptoms other than hallucinations.

Enth.: De quoi faut-il s'étonner / par René Thom. Du point de vue du tiers... / par Claire Lejeune. Géométriser la signification / par Jean-Pierre Duport.

This paper explores an approach to the implementation and evaluation of integrated health service delivery. It identifies the key issues involved in integration evaluation, provides a framework for assessment and identifies areas for the development of new tools and measures. A proactive role for evaluators in responding to health service reform is advocated.