Cet article présente les paradigmes de la cécité au changement. J'y identifie et évalue les interprétations perceptives et cognitives des déficits induits par des manipulations de l'attention, et critique le critère épistémique proposé par Dretske en faveur de la conception cognitive. Mon argument souligne l'influence de l'attention sur le contenu de l'expérience perceptive.

Excerpt from Les Idees Philosophiques Et Religieuses de Philon d'Alexandrie C'est pourquoi Philou a d'abord preoccupe les theologiens et les historiens qui cherchent les origines du christianisme. Que l'on ajoute le rapport indeniable de sa theorie du Logos avec celle du quatrieme evangile, etl'on verra la signification historique du phi louisme dans son rapport a la conception essentielle du christia bisme de Jean, celle du-messie-logos. Les recherches sur Philou se sont peut - etre ressenties de ce rapprochement. Pendant tout le (...) XVIII siecle, et une moitie du mx, on s'est demande si etjus qu'a quel point Philou etait chretien Malgre quelques excellents travaux, la critique oscille entre l'affirmation fantaisiste d'un Kirschb'aum, qui voit entre Philou et le christianisme un lieu si etroit qu'il fait des oeuvres de Philou une invention apocryphe des chretiens, et la these de Carpzov qui refuse de voir dans le logos philonien aucun trait du logos johannique. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

La philosohie et son passé.--La causalité en histoire de la philosophie.--Matière cartésienne et création.--La création des vérités éternelles dans le systême de Descartes.--La création continuée chez Descartes.

Excerpt from Système des Beaux-Arts Au sujet de la doctrine de Kant il suffisait d'aver tir que je m'y accorde toujours en ce qui suit, sans avoir jamais à l'invoquer. J'ai dû procéder autrement à l'égard d'une idée directrice non moins importante, que j'ai trouvée en Descartes, mais que le Prince de l'entendement n'a nullement approchée du présent sujet. Je veux parler de l'imagination comme fonction ou puissance humaine, mais essentiellement définie par le mécanisme et les affections du corps humain. (...) Cette importante idée n'a certainement pas été assez suivie par ceux qui ont tenté de décrire convenable ment la nature humaine sans esprit de système et, par une conséquence naturelle, elle est ignorée de ceux qui réfléchissent volontiers sur les beaux-arts c'est pourquoi il ne m'a pas paru inutile de l'analyser avec suite. Mais il ne faut pas attendre d'après cela que quelque règle des arts soit tirée de cette idée-là; car ce sont les oeuvres qui donnent la règle en sorte que l'étude des différents arts serait ici comme la vérification d'une doctrine de l'imagination d'abord proposée. Et comme cette méthode, qui consiste à exposer et expliquer autant que l'on peut, sans jamais tenter de rien prouver, risque d'étonner les esprits jeunes, communément formés par l'argumentation et les polémiques, il faut donc que j'ajoute ici un troi sième avertissement. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original intervention into educational philosophy and (...) theory, which relies on a close reading of key sections of Blanchot's The Infinite Conversation, and reflections on the distinctiveness of his argument in relation to contemporary theoretical approaches, as well as the significance of his thought and its application here to the broader questions of what non-prescriptive theory might have to offer educational research and practice. (shrink)

Emile Durkheim est essentiellement connu comme l'un des pères fondateurs de la sociologie moderne. Fondée sur l'analyse structuro-fonctionnaliste des systèmes sociaux, son œuvre pédagogique reste importante et toujours valable. L'éducation, " socialisation méthodique de la jeune génération ", implique une pédagogie désormais attentive aux valeurs intellectuelles et morales que le maître a mission de promouvoir. L'analyse sociologique et psychologique de la fonction du maître que propose Durkheim est située ainsi dans le cadre d'une conception des systèmes éducatifs possédant une (...) " autonomie relative " susceptible de faire des éducateurs des agents de changement. Les pages ici présentées sont significatives de la pensée d'un pédagogue posant, à partir d'un travail de sociologue, que rapport au savoir et rapport aux valeurs doivent être liés au sein d'une éducation fondamentalement humaniste. (shrink)

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ as a (...) function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’. As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy. (shrink)

Positive ignorance is the putting in to question of, and sometimes moving on from, the knowledge we think we have, and asking where it might be just or helpful to do so. Drawing primarily on the work of Barbara Johnson, this article shows how the notion of positive ignorance might be offered as a tool in the context of education and educational research. Partly a critical development of Richard Smith's argument in ‘The Virtues of Unknowing’, I attempt to understand ‘unknowing’ (...) as an active rather than passive form of ‘not knowing’, in a manner that challenges some aspects of ‘the virtues of unknowing’ and its concomitant epistemological and ethical positions, not least those tied to Smith's advocacy for what he calls the ‘well-stocked mind’. Unknowing, in my reading, is not a dispositional acceptance of the desirability of nonknowledge, instead, unknowing is a means of epistemological resistance, especially against that which, often with very real social and political consequences, is presented as self-evident. (shrink)

S'il est vrai qu'aucune passion, aucun souci ne résistent à la sérénité qu'apporte à l'esprit la discipline mathématique, c'est faire une cure de sérénité que lire le nouvel ouvrage d'Émile Borel, qui s'est proposé de raconter, dans ses traits essentiels, l'histoire des relations entre les mathématiciens et la notion d'infini. La première partie du livre relate les circonstances où s'est produite la rencontre des mathématiciens et de l'infini, en Grèce, quelques siècles avant l'ère chrétienne (Zénon, cruel Zénon!). La deuxième partie (...) expose la conquête et l'organisation de l'infini par les mathématiciens modernes, du XVIe au XIXe siècle. La troisième partie, enfin, étudie les plus importantes des difficultés et les divergences de vues qui se sont présentées dans les temps actuels lorsqu'on a cherché à préciser et à approfondir les résultats acquis sur l'infini mathématique. (shrink)

Cet ouvrage d'Emile Brehier trouve son premier point de depart dans un cours donne a la Sorbonne dans l'hiver 1921-1922. Il a principallement porte son attention sur l'intelligible: l'Un, l'Intelligence, l'Ame; mais la realite intelligible chez Plotin garde toujours un caractere sensuel: la contemplation de l'intelligible est sur la meme ligne que la contemplation du sensible; elle la continue directement sans passer du tout par l'intermediaire d'idees logiquement enchainees. [...] Ce que l'expression est au visage, la realite intelligible tout (...) entiere l'est a l'ensemble du monde sensible; cette realite est comme la physionomie de l'univers, l'expression du visage qu'il montre a nos sens. En cherchant a degager le probleme fondamental de la philosophie de Plotin, cet ouvrage d'introduction aura contribue a en faire apparaitre l'arriere-plan religieux et jusqu'a l'orientalisme, et parfaitement reussi a caracteriser l'originalite de cet idealisme que Hegel avait qualifie d'eleve. (shrink)

The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...) drawn from a reading of Friedrich Nietzsche. This reading of Nietzsche is not a simple exercise representing his views. As Nietzsche never explicitly advocated for any form of optimism—and frequently advocated against many of its manifestations—drawing what I call ‘a new version of optimism’ from his writings is no straightforward task, and certainly not without risk. As such, I have extended my readings of Nietzsche across his entire oeuvre, including his writings unintended for publication from his Nachlass. At the core of my argument is the claim that when Nietzsche was sketching out what he called ‘a new version of pessimism’, it was actually quite close to what we might now call ‘a new version of optimism.’ This first claim precipitates a second, which is that this new version of optimism is not only especially suited to contemporary educational thought and practice but is itself a description of an educational experience and disposition. (shrink)

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the (...) concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. (shrink)