The intellectual Huguenot Refuge is one of the most important movements in Early modern Europe. This volume provides new information about one of its centres: about Berlin, and on the extremely important role Huguenot scholars played disseminating Enlightened thought.

In order to highlight the intimate relationship between imagining, drawing and making worlds, this essay questions the educational meaning of children to initiate in the action of drawing in face of the growing cultural tendency of the body being less and less required to produce senses. The incarnated action of drawing, as an aesthetic action of touching and being touched by the world when transposing the visible limits and entering into the intimacy of worldly invisibility, constitutes an experience that is (...) as recurrent and trivialized in school daily life as it is existentially complex due to its poetic power to enter the invisible and inaugurate worldviews. The historical disqualification of the image and imagination in Western thought, supported by the separation between subjectivity of the body and objectivity of the world, does not allow educational thought to consider the phenomenon of poetic imagination as an existential experience of language insertion in the world from the gesture of drawing. Gesture that finds its specificity in the instant the hand traces and inscribes lines on the surface of the supports as infinitely creative writing. The aesthetic gesture of drawing, temporalized by the rhythm of the body in the emergence of the fabulation that accompanies the repetition of the marks, implies a poetic experience of language that involves the fusion of two senses: that of the gesture in materiality and that of the mark configured in it, marked and cicatrized in the surface of the support by the body’s action that performed it. The approximation between education, arts and childhood allows us to highlight the philosophical and pedagogical tensions that involve the question of poetic imagination and to take another look at the action of drawing in the context of children's education. What emerges, from the dialogue between Gaston Bachelard, Maurice Merleau-Ponty and Jean-Luc Nancy, is the relevance of the educational intention of caring for the vital function of language as an aesthetic and poetic experience that is constituted in the processuality of the body to make something appear that produces and contains presence, that which promotes and expands the existential density of the real. (shrink)

This paper brings studies around the poetic dimension of language to approach the relationship between teaching in preschool education and the experience of being open and listening as an aesthesic way of coexisting in the world. The approximation of philosophy, arts and preschool education from the reunion between music and education highlights that listening refers to the sound of meaning, and not to the meaning of the sound to be interpreted. The dialog with the thinking of Jean-Luc Nancy, stating that (...) the sensible sense/meaning arouses the intelligible sense/meaning and in a constant movement that is not completed or finalized, producing signification or information, appears as a philosophical resistance to the privilege of the theoretical record founded upon the western prevalence of the optical model. To be open and listening implies the resonance as the sound of sense, as the body's first or last depth. The music as a play between sound and noise, as a poetic production of ordering sound senses provoked by resonance – as a gesture of listening to the listening, contributes to question the education of babies and small children based on a body that can play with the worlds' sounds to experience the poetics of making noise as the musical power of playing with sounds and noises. Children's sonic appetite calls them to make noise for the esthesia of listening to the world in the plurality of coexistence. The gesture of being open and listening in the teaching of babies and small children points out to educative actions that consider the experience constituted by resonances and reverberations of meanings implied in the sound, a feeling of feeling, as share and sharing of voices, signs, gestures, shapes, of the felt meaning and the sensible meaning that gather ones-with-others in human coexistence.key words: music; listenin; early childhood education; jean-luc nancy.estar à escuta: música e docência na educação infantilresumoO ensaio aproxima estudos em torno da dimensão poética da linguagem para abordar a relação entre docência na educação infantil e experiência de estar à escuta como modo estésico de coexistir no mundo. A aproximação entre filosofia, artes e educação infantil, desde o encontro entre e música e educação, sublinha que a escuta é o som do sentido e não o sentido do som a ser interpretado. A interlocução com o pensamento de Jean-Luc Nancy, ao permitir afirmar que o sentido sensível suscita o sentido sensato ou inteligível e o faz num movimento constante que não se completa ou finaliza produzindo uma significação ou uma informação, emerge como resistência filosófica ao privilégio do registro teórico fundado na primazia ocidental do modelo óptico. Estar à escuta implica a ressonância como o som do sentido, como profundidade primeira ou última do corpo. A música como jogo entre som e ruído, como produção poética de ordenação de sentidos sonoros provocados pela ressonância – como gesto de escutar a escuta, contribui para interrogar a educação de bebês e crianças pequenas a partir de um corpo que pode brincar com a sonoridade do mundo para viver a poética do barulhar como potência musical de jogar com sons e ruídos. O apetite sonoro das crianças as convocam a barulhar pela estesia de escutar o mundo na pluralidade da coexistência. O gesto de estar à escuta na docência com bebês e crianças pequenas aponta para ações educativas que consideram a experiência constituinte de ressonâncias e reverberações de sentidos imbricamos no som, um sentir se sentir, como partição e partilha das vozes, dos signos, dos gestos, das formas, do sentido sentido e do sentido sensato que nos situam sendo-uns-com-os-outros na coexistência mundana.palavras chave: música; escuta; educação infantil; jean-luc nancy.estar a la escucha: música y docencia en la educación infantilresumenEl ensayo aproxima estudios acerca de la dimensión poética del lenguaje para abordar la relación entre docencia en la educación infantil y experiencia de estar a la escucha como modo sensible de coexistir en el mundo. La aproximación entre filosofía, artes y educación infantil, desde el encuentro entre música y educación, destaca que la escucha es el sonido del sentido y no el sentido del sonido a ser interpretado. La interlocución con el pensamiento de Jean-Luc Nancy, al permitir afirmar que el sentido sensible suscita el sentido sensato o inteligible y lo hace en un movimiento constante que no se completa o finaliza produciendo una significación o una información, emerge como resistencia filosófica al privilegio del registro teórico fundado en la primacía occidental del modelo óptico. Estar a la escucha implica la resonancia como el sonido del sentido, como profundidad primera o última del cuerpo. La música como juego entre sonido y ruido, como producción poética de ordenación de los sentidos sonoros provocados por la resonancia -como gesto de escuchar la escucha, contribuye para interrogar la educación de bebés, niños y niñas pequeñas a partir de un cuerpo que puede jugar con la sonoridad del mundo para vivir la poética del hacer ruido como potencia musical del jugar con sonidos y ruidos. El apetito sonoro de los niños y niñas las llama hacer ruidos por la sensibilidad de escuchar el mundo en la pluralidad de la coexistencia. El gesto de estar a la escucha en la docencia con bebés, niños y niñas pequeñas apunta para acciones educativas que consideran la experiencia constituyente de resonancias y reverberaciones de sentidos solapados en el sonido, un sentir sentirse, como participación y intercambio de voces, de signos, de gestos de las formas, del sonido sentido y del sentido sensato que nos sitúan siendo-unos-con-los-otros en la coexistencia mundana.palabras clave: música; escucha; educación infantil; jean-luc nancy. (shrink)

The volume examines the interrelationships between the history of medicine and literature from the 17th until the 19th centuries. The papers in the volume analyse these interrelationships using the styles of medical and literary texts, which show how the dimensions of knowledge and of representation determine each other – for example in the case of narrative structures in medical case histories or a diagnostic narrative stance in a novel.

Als "innerweltliche Askese" beschrieb Max Weber die reformierte Religion und Lebensführung. Für deutsche und "frankophone" Texte (Lehrbücher, Essays, Periodika, Reden/Rededramen, philosophische Romane) des ausgehenden 17. und des 18. Jahrhunderts zeigt diese vergleichende, literatur- und denkgeschichtliche Untersuchung, daß die Beschreibung Webers zwar zutrifft, aber zu kurz greift. Reformierte Morallehren stehen nicht nur am aufklärerischen (Wieder-)Beginn der deutschen Literatur, sondern prüfen die eigene Moral bereits "empirisch" und im Mittel der Literatur, um ihre Grenzen aufzuzeigen.

A review of Tomáš Hlobil´s Geschmacksbildung im Nationalinteresse: Die Anfänge der Prager Universitätsästhetik im mitteleuropäischen Kulturraum 1763–1805 (Bochumer Quellen und Forschungen zum 18. Jahrhundert 2. Hanover: Wehrhahn, 2012, 462 pp. ISBN 978-3-86525-247-0).