Résistance(s) réunit un ensemble de contributions scientifiques originales émanant de chercheurs en sciences humaines et sociales et consacré à la ou aux résistance(s). La résistance décrit les capacités de refus, d'évitement et d'adaptation développées par les acteurs lorsqu'ils sont confrontés à une imposition externe ou à une injonction institutionnelle. Elle se présente comme une interprétation des refus, des éventuelles ruses voire des conflits ouverts qui s'expriment dans une telle situation ; cette interprétation diffère cependant de sa simple manifestation dans la (...) mesure où elle recadre la rationalité et le bien-fondé de l'action ou de la réaction. Il n'est plus question d'y voir l'immaturité d'une population ou le sous-développement d'une nation incapable d'offrir une réponse adéquate à une tension du monde ou à une décision dont elles seraient l'objet. Au contraire, cette réponse est analysée comme pertinente dans le cadre précis de cette population ou de cette nation: ramener l'interaction à son cadre, intégrer dans sa perception les logiques endogènes qui ont présidé à son élaboration, affirmer la simple présence de telles logiques, c'est-à-dire d'une telle cohérence, revient à accepter l'idée même de cette résistance qui, intrinsèquement, exprime ainsi l'existence et la reconnaissance d'une réelle diversité."--Page 4 of cover. (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)

Cet article se penche sur la notion de pluralité dans l’œuvre d’Emile Durkheim. Il commence par préciser le sens du concept de pluralisme, qui fait l’objet de débats depuis plusieurs années. Selon cet article, la question de la pluralité se pose à plusieurs niveaux. On peut distinguer entre 1) la question ontologique de la nature de la réalité elle‐même ; 2) la question philosophico-anthropologique de la constitution de la personne humaine ; 3) la question sociologique de la diversité des (...) opinions cohabitant au sein d’une même entité sociale ; 4) la question historique de la stabilité dans le temps des configurations politiques et sociales ; 5) la question socio‐anthropologique de la variabilité des formes d’organisation sociale. Cet article montre que sur chacun de ces sujets Durkheim, contrairement à une lecture répandue qui le perçoit comme un penseur de l’unanimité et de l’harmonie sociales, croit en l’existence d’une forte pluralité. De plus la pluralité, à son avis, à des effets positifs sur la vie sociale moderne, car elle confère à l’individu une plus grande autonomie. (shrink)

Networks for the exchange and/or sharing of genetic data are developing in many countries. We focus here on the situations in the US and France. We highlight some recent and remarkable differences between these two countries concerning the mode of access to, and the storage and use of genetic data, particularly as concerns two-sided markets and dynamic consent or dynamic electronic informed consent. This brief overview suggests that, even though the organization and function of these two-sided markets remain open to (...) criticism, dynamic e-IC should be more widely used, especially in France, if only to determine its real effectiveness. (shrink)

Dans Emile Rousseau expose ses idées sur l’éducation des enfants, idées révolutionnaires pour l’époque : il faut éviter les contraintes, laisser l’enfant développer librement ses talents naturels et son sens inné de la morale, ne pas l’obliger à apprendre quoi que ce soit ni à respecter les règles sociales et morales, mais lui donner l’envie de le faire. Ce livre n’est pas un manuel théorique, mais le récit de l’enfance et de l’adolescence d’un jeune homme, Emile, qui reçoit (...) l’éducation que Rousseau juge idéale. (shrink)

"In his pioneering treatise on education the great French philosopher Jean-Jacques Rousseau (1712-1778) presents concepts that had a significant influence on the development of pedagogy in the eighteenth century, and yet many of his ideas still sound radical today. Written in reaction to the stultifying system of rote learning and memorization prevalent throughout Europe at the time, Emile is a utopian vision of child-centered education, full of the sentiments of Romanticism, a movement that Rousseau inspired." "Imagining a typical (...) boy named Emile, Rousseau creates an ideal model of one-on-one tutelage from infancy to manhood with himself as the child's mentor. As in so many of his other famous works, here, too, Rousseau asserts his main thesis that human beings are by nature good; it is only the distorting influences of civilization that have corrupted them." "Educators as well as students of philosophy will find much to admire in Rousseau's still fresh and innovative ideas."--BOOK JACKET. (shrink)

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)

In the spring of 1956, a comprehensive inventory of the manuscripts from Qumran Cave 4 was prepared which established the manuscript assignments for each of the members of the first editorial team. The manuscripts numbered 4Q521-4Q579 were assigned to Jean Starcky. Unfortunately Père Starcky died before publishing his allotment, which included primarily parabiblical and pseudepigraphic compositions in Hebrew or Aramaic. Though quite amorphous in character, the group reflects the interest in biblical themes and liturgy characteristic of Second Temple period (...) Judaism. In this volume, Émile Puech presents a critical text edition of the Hebrew manuscripts from this corpus. His edition of the Aramaic texts is scheduled to appear as Discoveries in the Judaean Desert Volume XXXI. (shrink)

Le livre Émile reste, aujourd’hui encore, une référence majeure et originale dans la pensée de l’éducation : pour Jean-Jacques Rousseau, en effet, la tâche éducative ne peut être conduite sans les exigences conjointes et paradoxales de la nature et de la liberté. Ces deux notions peuvent-elles cependant être vraiment intelligibles indépendamment de la question de la transmission qui sous-tend toute éducation? Comment transmettre authentiquement et durablement? — C’est, croyons-nous, à partir de cette question que l’ Émile cesse d’apparaître comme (...) un manifeste éducatif ou une fiction pédagogique pour se révéler de part en part – livre V inclus – un important ouvrage de philosophie. C’est que la question des pouvoirs de la parole interroge le rapport incertain des mots et des livres au réel, comme si, parce que les mots prolifèrent, les choses échappaient toujours spontanément à l’élève ainsi qu’à son gouverneur. En dépit des errements et des dangers du langage humain, peut-on concevoir un type de parole et de culture capable de former un homme accompli? (shrink)

LA PHILOSOPHIE A L'ECOLE NATIONALE AVANT 1960 : LOUIS ALTHUSSER. Louis Althusser (1918-1990) : psychologie. Louis Althusser (1918-1990) : philosophie politique. LA PHILOSOPHIE A L'ECOLE NATIONALE AVANT 1960 : JEAN HYPPOLITE. Jean Hyppolite (1907-1968) : Aristote, Spinoza, Hume. Jean Hyppolite (1907-1968) : Aristote, Spinoza, Hume, Comte. Jean Hyppolite (1907-1968) : Descartes, Hume, Hegel, Comte, Marx, Husserl, Heidegger, psychanalyse. AUTRES REPERES DE L'EPOQUE 1960-2000. Le dossier Althusser cinquante ans après. L'aventure de la philosophie française depuis les années (...) 1960. EXPLORATION DE DIVERS TYPES DIALECTIQUES. Alain lecteur et admirateur de Hegel et de Marx. L'encyclopédisme dialectique dans la psychologie d'Henri Wallon. Le style dialectique dans les travaux de Germaine Wallon. (shrink)

This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls ‘a medium of overpowering forces’. The disposition itself is outlined through close readings (...) of key elements of Nietzsche's notebooks, Lyotard's final chapter of Libidinal Economy (1993), and Stockhausen's lecture, ‘Intuitive Music’ (1971) and developed through supplemental practice-as-research activity in sound. The intention of this paper is to explore the space of aesthetic ignorance as committedly as possible, without reverting constantly to positive ignorance. (shrink)

he article focuses on the contemporary social movements and new identities as well as the new theoretical paradigms to explain these developments. It is reported that the social movements like feminist, ecological, and local-autonomy movements started in the Europe in the 1970's. The participants in these movements, it is said, did not view themselves in terms of a socioeconomic class. Class background does not determine the collective identities of the actors of these socio-political movements. Different social philosophers and thinkers like (...) Karl Marx and Emile Durkheim and their ideas are also discussed. (shrink)

Jean-Pierre Dupuy, prophet of what he calls "enlightened doomsaying," has long warned that modern society is on a path to self-destruction. In this book, he pleads for a subversion of this crisis from within, arguing that it is our lopsided view of religion and reason that has set us on this course. In denial of our sacred origins and hubristically convinced of the powers of human reason, we cease to know our own limits: our disenchanted world leaves us defenseless (...) against a headlong rush into the abyss of global warming, nuclear holocaust, and the other catastrophes that loom on our horizon. Reviving the religious anthropology of Max Weber, Emile Durkheim, and Marcel Mauss and in dialogue with the work of René Girard, Dupuy shows that we must remember the world's sacredness in order to keep human violence in check. A metaphysical and theological detective, he tracks the sacred in the very fields where human reason considers itself most free from everything it judges irrational: science, technology, economics, political and strategic thought. In making such claims, The Mark of the Sacred takes on religion bashers, secularists, and fundamentalists at once. Written by one of the deepest and most versatile thinkers of our time, it militates for a world where reason is no longer an enemy of faith. (shrink)

Le sens commun vise-t-il la connaissance? Le sens commun et la quantité.--Hegel, Hamilton, Hamelin et le concept de cause.--Philosophie de la nature et philosophie de l'intellect.--De l'analyse des produits de la pensée.--Les mathématiques et le divers.--Le savoir et l'univers de la perception immédiate.--La notion de l'identique.--Jean Rey et la loi de la conservation de la matière.--Théodore Turquet de Mayerne et la découverte de l'hydrogène.--La coupellation chez les anciens Juifs.--Y a-t-il un rhythme dans le progrès intellectuel?

Characterizing it as a "mythic discourse," Jean Baudrillard proceeds, in this brilliant essay, to dismantle the powerful, seductive figure of Michel Foucault. In 1976, Jean Baudrillard sent this essay to the French magazine Critique, where Michel Foucault was an editor. Foucault was asked to reply, but remained silent. Forget Foucault made Baudrillard instantly infamous in France. It was a devastating revisitation of Foucault's recent History of Sexuality—and of his entire oeuvre—and also an attack on those philosophers, like Gilles (...) Deleuze and Félix Guattari, who believed that desire could be revolutionary. In Baudrillard's eyes, desire and power were interchangeable, so desire had no place in Foucault's work. There is no better introduction to Baudrillard's polemical approach to culture than these pages, in which Baudrillard dares Foucault to meet the challenge of his own thought. This Semiotext edition of Forget Foucault is accompanied by a dialogue with Sylvère Lotringer, "Forget Baudrillard," a reevaluation by Baudrillard of his lesser-known early works as a post-Marxian thinker. Lotringer presses Baudrillard to explain how he arrived at his infamous extrapolationist theories from his roots in the nineteenth and early twentieth century social and anthropological works of Karl Marx, Marcel Mauss, and Emil Durkheim. (shrink)

Educational resistance is, here, examined in two of its possible inflections. First, as resistance to educational imposition. Second, as a form of resistance which might itself be educational. Jean-François Lyotard's reflections on 'anamnesic resistance' are developed in the context of educational thought, and then read up against proposals for philosophically informed educational reform by Bernard Stiegler. Stiegler's approach, based in part on a critique of Lyotard, is called in to question, both in terms of its reading of Lyotard and (...) the impositional educational logic it follows. Additionally, this article incorporates a novel application of a practice-as research methodology, in aid of illuminating and exemplifying the central dimensions of its argument, utilising sound as a means of philosophical research and 'anamnesic resistance'. (shrink)

Sociology was obviously created for studying images, symbols or values related to social action, which is its main purpose. However, the imaginary field was very lately called up in sociology studies. Across the emergence of a sociology of the imaginary from Émile Durkheim to Gilbert Durand and Pierre Bourdieu. Jean-Pierre Sironneau draws and distinguishes several fields of this sociology: religion, beliefs, tradition, mythology and cultural expressions (literature, art and media). Social imaginary has become a fundamental issue as far as (...) contemporary sociology is concerned. (shrink)

Discourse on the origin and foundations of inequality among men (complete) -- On the social contract (complete) -- Emile, or, On education -- Julie, or, The new Heloise -- Reveries of the solitary walker.

Nous continuons la republication des beaux textes de J.-C. Schmitt disponibles en ligne. Cet article a déjà paru dans Annales HSS, juillet-août 2007, n°4, p. 793-835. Le rythme de la vie collective domine et embrasse les rythmes variés de toutes les vies élémentaires dont il résulte ; par suite, le temps qui l'exprime domine et embrasse toutes les durées particulières, écrivait Émile Durkheim en conclusion aux Formes élémentaires de la vie religieuse ; et il précisait : « c'est le rythme (...) de la - Histoire. (shrink)

This volume examines the evolving reputation of Rousseau as an authority on education in France from the publication of Emile in 1762 to the fall of the Jacobins in 1794. It takes as its focus the centrality of the debate over private and public education. The author argues that what unites Rousseau and the Revolutionaries is their holistic approach, which perceives an organic relationship between the internal constitution of the person as a moral and emotional being and what are (...) normally thought of as external public matters such as politics. Education is, in fact, the key to Rousseau's philosophy and it is also the key to revolutionary change. The Revolutionaries may start by looking at the necessary reform of the monarchy or the taxation system, but as things develop, they realise that if the Revolution is to last, education must be appropriate to it. In this way the Revolutionaries are obliged to consider education as a tool for thinking about the very problem Rousseau had perceived: the connection between the inner self and society and its institutions. The study examines the way in which the early revolutionaries are faced by Rousseau's already established reputation as an authority on private education and how this poses problems for them. Linked too emphatically with individualism and the private sphere, Rousseau represents an ambiguous symbol for those concerned with the reform of public education. Yet, his reputation in the field of child care the developing cult of him as inspiration and symbol of the Revolution make him an almost obligatory reference point for educational reformers. The author's analysis traces the progression of the Revolutionaries' attitudes. The volume demonstrates how the first thirty to thirty-five years of the fortunes of Rousseau's reputation as an educationist have, arguably, more to do with politics than pedagogy. Two major phases of the intermeshing of education and politics around the figure of Rousseau can be seen: the first in the years following the publication of Emile, when the supporters of absolute monarchy show their suspicion of the radical implications of Emile, and the second in mid-Revolution, when the association of Rousseau and his political doctrine spills over into the plans of educational reform. This volume charts the progress of these developments and casts new light on the vexed question of the relationship of Rousseau to the French Revolution. (shrink)