Solidarité est un maître-mot des discours éthiques et politiques contemporains. Sa relative banalisation ne devrait pourtant pas faire oublier l'intense travail de pensée, pluridisciplinaire, qui sous-tend son élaboration, en particulier au sein du solidarisme. On s'intéressera ici tout particulièrement à l'apport du protestantisme aux idées de coopération, d'équité, de service public et de don. Des idées qui témoignent de la force d'un projet éthique souvent inspiré de Kant mais aussi de la liberté critique des solidaristes, qui n'ont pas hésité à (...) réinterpréter le Kantisme dans le cadre d'une anthropologie soucieuse de pratiques concrètes. Solidarity is a keyword of contemporary ethical and political views. Although it has become a relatively commonplace term, one should not forget the hard work of underlying multidisciplinary thinking behind its elaboration, especially in Solidarism. This paper deals particularly with the contribution of Protestantism to the ideas of cooperation, equity, public service, and donation. These ideas witness to the power of an ethical project that is often inspired by Kant, but also by the critical freedom of the Solidarists, who did not hesitate to reinterpret Kantianism in the setting of an anthropology preoccupied with concrete practices. (shrink)

L’éthique, dans la perspective des auteurs protestants engagés dans le mouvement solidariste, commence avec l’affirmation de capacité à agir plus qu’avec l’affirmation du devoir… Ainsi y a-t-il davantage de continuité que de rupture entre les perspectives anthropologique et éthique. L’œuvre de Ch. Gide permet de souligner cette continuité qui relie les concepts – dont la charge éthique va en croissant – de relation, d’association et de coopération. Cette éthique est également riche d’implications théologiques et, on le soulignera, des penseurs comme (...) T. Fallot ou É. Gounelle n’hésitent pas à interroger la tradition théologique à la lumière du symbole de l’alliance, dont ils n’oublient pas l’ancrage dans l’aspiration commune à coopérer. In the perspective of protestant authors involved in the Solidarist movement, ethics begin not so much with the affirmation of duty, but with the affirmation of the ability to act. This implies that there is more a continuity than a break between the anthropological and the ethical perspectives. The work of Ch. Gide helps us to underline this continuity, which links together the concepts – with increasing ethical weight – of relation, association and co-operation.Moreover, these ethics have rich theological implications. Thinkers like T. Fallot or É. Gounelle do not hesitate to examine the theological tradition in the light of the symbol of the covenant, being aware that this is rooted in the common desire for co-operation. (shrink)

La religion ne serait-elle que déraison ?

Vivons-nous dans un monde " désenchanté " ? Constater l'emprise de la rationalité instrumentale, voire procédurale, ne devrait pas nous faire oublier que modernité et processus de rationalisation ne se sont imposés, au travers de changements lexicaux notables, qu'après avoir remplacé par d'autres les plus anciennes représentations relatives à la condition humaine. D'hier à aujourd'hui, l'imaginaire n'est donc pas moindre. En revanche, nos capacités d'imaginer se sont dangereusement amenuisées, en même temps que l'imagination est devenue suspecte, sinon coupable, de nous (...) détourner de l'action responsable. Do we live in a " disenchanted " world ? Once we note the ascendancy of instrumental and even procedural rationality, we should not forget that modernity and the process of rationalisation have prevailed only after having replaced the oldest representations of the human condition, and moreover through important lexical changes. This implies that the imaginary has not decreased overnight. On the other hand, our capacities of imagination have diminished dangerously, whereas in the same time imagination is suspected or even accused of turning us away from responsible action. (shrink)

Quine takes philosophy to be continuous with science. Proper philosophical method is scientific method applied self-consciously to problems more general than those ordinarily considered within a particular science. Science is self-conscious common sense; and philosophy is self-conscious science. In order to understand and answer a basic philosophical question such as "What exists?" we must know something of the results of particular sciences like physics, chemistry, mathematics, biology, astronomy, and psychology. To learn what we can from these sciences is to do (...) philosophy of science; and for our purposes, "philosophy of science is philosophy enough.". (shrink)

Scott Sehon argues for a complex view about the relation between commonsense psychology and the physical sciences.1 He rejects any sort of Cartesian dualism and believes that the common-sense psychological facts supervene on the physical facts. Nevertheless he asserts that there is an important respect in which common-sense psychology is independent of the physical sciences. Despite supervenience, we are not to expect any sort of reduction of common-sense psychology to physical science, nor are we to expect the physical sciences to (...) conflict with common-sense psychology. (shrink)

As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...) adults, philosophers and educators, as well as citizens, we have an opportunity to contribute educationally to an inquiring society. (shrink)

Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...) that philosophical inquiry is essential for dealing with controversial topics in the classroom. However, we point to the need for teachers to understand the role of the community of inquiry in addressing such topics. This has implications for teacher preparation. We, therefore, examine John Dewey’s use of experiential education to argue for rethinking teacher preparation, especially when dealing with controversial topics which point to the need for greater emphasis on how best to engage with them philosophically. To this end, we will argue in favour of a reconstruction of educational philosophy, specifically the community of inquiry, by integrating a Deweyan inspired place-based education that emphasises environment, experience, and social reconstruction learning. (shrink)

Bernard Stiegler interviewed by Ben Roberts, Jeremy Gilbert and Mark Hayward.