22 found
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  1. Pathologies of recognition.Patrice Canivez - 2011 - Philosophy and Social Criticism 37 (8):851-887.
    Recognition is not only a response to social pathologies. It is also an unstable and often ambivalent relationship that has its own pathologies. Owing to the intertwining between recognition and power, certain forms of recognition turn out to be forms of alienation in or from the world. Such pathologies affect inter-individual recognition as well as the recognition between individuals and the socio-political institutions. The article proposes a joint reading of Hegel’s Phenomenology of Spirit and Philosophy of Right, which provide norms (...)
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  2.  7
    The dialectic of recognition: A post-Hegelian approach.Patrice Canivez - 2019 - European Journal of Social Theory 22 (1):63-79.
    This article aims to make two points. First, seeking and granting recognition is an ambivalent process that may lead to results completely the opposite from what was intended. Certain social pathologies, including reification, develop because of the way the desire for recognition is expressed and satisfied. Nevertheless, the concept of recognition remains central to critical theory. A normative concept of recognition is needed in order to identify these pathologies. Second, a critical theory of society that understands itself as praxis must (...)
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  3.  5
    Éthique et environnement chez Jean-Jacques Rousseau.Patrice Canivez - 2016 - Eco-Ethica 5:89-102.
    This paper deals with the relationships between ethics and the environment in Rousseau’s thought. The concept of environment is understood in its various dimensions. What is at stake is the natural, as well as the social and political, environment of human beings. The notion of ethics is also understood in a broad sense. We do not set ethics, understood as the search for happiness (or for the good life) against morality, understood as the fulfillment of duty. However, we take up (...)
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  4.  33
    Past and Present Interactions in Legal Reasoning and Logic.Matthias Armgardt, Patrice Canivez & Sandrine Chassagnard-Pinet (eds.) - 2015 - Cham, Switzerland: Springer.
    This volume explores the relation between legal reasoning and logic from both a historical and a systematic perspective. The topics addressed include, among others, conditional legal acts, disjunctions in legal acts, presumptions and conjectures, conflicts of values, Jørgensen´s Dilemma, the Rhetor´s Dilemma, the theory of legal fictions and the categorization of contracts. The unifying problematic of these contributions concerns the conditional structures and, more particularly, the relationship between legal theory and legal reasoning in the context of conditions.
  5.  8
    La notion de reprise et ses applicationsA noção de retomada e as suas aplicações.Patrice Canivez - 2013 - Cultura:15-29.
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  6. General Introduction.Giuliano Bacigalupo & Patrice Canivez - 2015 - In Sandrine Chassagnard-Pinet, Patrice Canivez & Matthias Armgardt (eds.), Past and Present Interactions in Legal Reasoning and Logic. Springer Verlag.
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  7.  4
    Approaches to Legal Rationality.Patrice Canivez, Shahid Rahman, Alexandre Thiercelin & Dov Gabbay (eds.) - 2010 - Springer.
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  8.  7
    Über die Beziehung zwischen dem Privaten und dem Öffenthchen bei H. Arendt und E. Weil.Patrice Canivez - 1989 - Perspektiven der Philosophie 15:161-189.
  9.  6
    Über die Beziehung zwischen dem Privaten und dem Öffenthchen bei H. Arendt und E. Weil.Patrice Canivez - 1989 - Perspektiven der Philosophie 15:161-189.
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  10.  3
    Education et contre-éducation dans les démocraties constitutionnelles.Patrice Canivez - 2020 - Eco-Ethica 9:79-98.
    This contribution presents the idea that the functioning of modern democracy implies a reciprocal education of the governed and those who govern, of public opinion and the political class, within the framework of the rule of law. Such reciprocal interaction is a prerequisite for the development of a collective intelligence (phronesis) that make the achievement of sound political decisions possible. However, the democratic process develops in such a way that it also generates counter-educational effects. This is due to the fact (...)
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  11.  4
    Il n’y a pas de nature sans société in advance.Patrice Canivez - forthcoming - Eco-Ethica.
    Without society there is no nature. Paradoxically, this is what Rousseau’s texts teach us. The paradox lies in the fact that the Discourse on Inequality seems to say the exact opposite. In the second Discourse, the history of the human species appears to unfold within the framework of an immutable, ahistorical natural order. In this article, I will highlight two points. First, I will show that nature understood as a whole does not really exist for the human being in the (...)
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  12. Jean-Jacques rousseau’s concept of people.Patrice Canivez - 2004 - Philosophy and Social Criticism 30 (4):393-412.
    s political theory apparently leads us to choose between patriotism and cosmopolitism. The two major works published in 1762, On the Social Contract and Emile , would represent the two sides of the alternative. However, the opposition between patriotism and cosmopolitism is the ultimate development of an internal tension between two aspects of Rousseau’s political concept of people: the intersubjectivity that permits the formation of the general will; and the individual’s devotion to the state. On the one hand, the political (...)
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  13.  50
    L’Education du Citoyen.Patrice Canivez - 1993 - Bulletin de la Société Américaine de Philosophie de Langue Française 5 (2-3):5-12.
    L’education du citoyen n’a pas à former le militant politique. Elle ne doit pas non plus se contenter d’informer l’usager des services publics ou le client des administrations. Dans les limites d’une pratiqueréaliste, elle se conçoit comme une éducation du jugement fournissant aux élèves les critères formeIs du droit. Elle s’appuie sur les droits de l’homme en évitant de les transformer en un nouveau catéchisme. Elle noue la réflexion à l’action en visant à faire de l’idée de droit une véritable (...)
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  14.  66
    L’Education du Citoyen.Patrice Canivez - 1993 - Bulletin de la Société Américaine de Philosophie de Langue Française 5 (2-3):5-12.
    L’education du citoyen n’a pas à former le militant politique. Elle ne doit pas non plus se contenter d’informer l’usager des services publics ou le client des administrations. Dans les limites d’une pratiqueréaliste, elle se conçoit comme une éducation du jugement fournissant aux élèves les critères formeIs du droit. Elle s’appuie sur les droits de l’homme en évitant de les transformer en un nouveau catéchisme. Elle noue la réflexion à l’action en visant à faire de l’idée de droit une véritable (...)
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  15.  11
    L'education du citoyen.Patrice Canivez - 1997 - Bulletin de la Société Américaine de Philosophie de Langue Française 9 (1):44-51.
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  16.  22
    L'éthique et le soi chez Paul Ricoeur: huit études sur Soi-même comme un autre.Patrice Canivez & Lambros Couloubaritsis (eds.) - 2013 - Villeneuve-d'Ascq: Presses universitaires du Septentrion.
    Dans Soi-même comme un autre, Paul Ricoeur propose une reconstitution réflexive du "soi" dans son rapport à autrui.
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  17.  1
    L ’idée de démocratie transnationale.Patrice Canivez - 2015 - Eco-Ethica 4:35-48.
    This article deals with the notion of transnational democracy, which is an object of debate in contemporary political philosophy. The analysis focuses on a few central issues. First, the notion of transnationality is developed in contrast with the ideal-type of the nation-state (I). Two possible viewpoints on transnational democracy are envisaged, in relation to the opposition between state and society and the alternative between representation and participation (II). Then, three paradigms of transnational democracy are defined (III) and their respective limits (...)
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  18.  2
    Le rapport prive / public chez Hannah Arendt et Eric Weil.Patrice Canivez - 2021 - Perspectivas 6 (2):245-275.
    La relation entre privé et public est thématisée par Hannah Arendt et par Eric Weil sous des angles différents. Notre intérêt est de trouver dans la manière dont les auteurs élaborent les problèmes de la relation privé-public, quelques propositions pour comprendre la situation moderne de l’individu. La confrontation de la phénoménologie arendtienne et de la philosophie réflexive et formelle de Weil nous conduit à entrevoir le problème du rapport de la réflexion au concret, qui en l’occurrence est celui de la (...)
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  19.  48
    Qu'est-ce qu'un conflit politique ?Patrice Canivez - 2008 - Revue de Métaphysique et de Morale 58 (2):163-175.
    Partant de l'expérience politique commune, l'article examine trois caractéristiques des conflits politiques. Les conflits politiques ne concernent pas des individus mais des groupes de toute sorte. Directement ou indirectement, ils impliquent les institutions étatiques. Ils demandent une ' solution politique ', c'est-à-dire, une solution par la discussion et non par la violence. L'analyse de ces caractéristiques nous conduit à formuler quelques réflexions sur la politique et la signification du compromis.
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  20.  82
    Review essay: Under consideration: Furio Cerutti and Sonia Lucarelli (eds), The search for a European identity: Values, policies and legitimacy of the European Union.Patrice Canivez - 2010 - Philosophy and Social Criticism 36 (7):857-870.
    (No abstract is available for this citation).
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  21.  14
    Éric Weil et la pensée antique (Lille, 6 mai 1988).Patrice Canivez - 1989 - Revue Philosophique De Louvain 87 (4):645-650.
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  22.  35
    The Legislator’s Educative Task In Rousseau’s Political Theory.Patrice Canivez - 2008 - Proceedings of the Xxii World Congress of Philosophy 40:15-21.
    In Rousseau’s political theory, the Legislator’s task is to draft the best possible Constitution for a given people. His goal is to maintain the public liberties and to ensure the preservation and prosperity of the State. However, the main problem is “to put law above men” – that is: above the citizens in general and the members of the executive in particular. This paper examines how the Legislator takes up the problem by educating the citizens. The process of education implies (...)
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