Littérature / Paul Valéry Date de l'édition originale: 1930 Le présent ouvrage s'inscrit dans une politique de conservation patrimoniale des ouvrages de la littérature Française mise en place avec la BNF. HACHETTE LIVRE et la BNF proposent ainsi un catalogue de titres indisponibles, la BNF ayant numérisé ces oeuvres et HACHETTE LIVRE les imprimant à la demande. Certains de ces ouvrages reflètent des courants de pensée caractéristiques de leur époque, mais qui seraient aujourd'hui jugés condamnables. Ils n'en appartiennent (...) pas moins à l'histoire des idées en France et sont susceptibles de présenter un intérêt scientifique ou historique. Le sens de notre démarche éditoriale consiste ainsi à permettre l'accès à ces oeuvres sans pour autant que nous en cautionnions en aucune façon le contenu. Pour plus d'informations, rendez-vous sur www.hachettebnf.fr. (shrink)

Valéry constateert dat Europa, ondanks de hoopvolle naoorlogse stemming, zijn intellectuele en morele kompas is kwijt geraakt. Het wezenlijke op de wereld is door de oorlog aangetast.

In dit uit 1925 daterende essay over de crisis van de intelligentie keert Valéry zich tegen de mechanisering van de moderne wereld, die van mensen dingen maakt die zich niet meer van elkaar onderscheiden en vergiftigd worden door de haast, en waarin er geen plaats is voor ware intellectuelen.

In dit essay uit 1932 zet Valéry uiteen dat belangrijke waarden als tolerantie, vrijheid van godsdienst en van meningsuiting slechts kunnen bestaan in perioden waarin de menselijke geest een hoge ontwikkeling heeft doorgemaakt.

«... M. Teste avait peut-être quarante ans. Sa parole était extraordinairement rapide, et sa voix sourde. Tout s'effaçait en lui, les yeux, les mains. Il avait pourtant les épaules militaires, et le pas d'une régularité qui étonnait. Quand il parlait, il ne levait jamais un bras ni un doigt: il avait tué la marionnette. Il ne souriait pas, ne disait ni bonjour ni bonsoir; il semblait ne pas entendre le « Comment allez-vous? » Sa mémoire me donna beaucoup à penser. (...) Les traits par lesquels j'en pouvais juger, me firent imaginer une gymnastique intellectuelle sans exemple. Ce n'était pas chez lui une faculté excessive, - c'était une faculté éduquée ou transformée. Voici ses propres paroles: « Il y a vingt ans que je n'ai plus de livres. J'ai brûlé mes papiers aussi. Je rature le vif... Je retiens ce que je veux. Mais le difficile n'est pas là. Il est de retenir ce dont je voudrai demain!... J'ai cherché un crible machinal... »...». (shrink)

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

We argue that the dance metaphor does not appropriately characterize language. Indeed, language may be a red herring, distracting us from the intriguing question of the nature of apes' social interactions.

Medicine is often thought of as a science of the body, but it is also a science of data. In some contexts, it can even be asserted that data drive health. This article focuses on a key piece of data technology central to contemporary practices of medicine: the medical record. By situating the medical record in the perspective of its history, we inquire into how the kinds of data that are kept at sites of clinical encounter often depend on informational (...) requirements that originate well outside of the clinic, in particular in health insurance records systems. Although this dependency of today's electronic medical records on billing requirements is widely lamented by clinical providers, its history remains little studied. Following the archaeology of medicine developed by Michel Foucault in The Birth of the Clinic and expanding his methodology in light of more recent contributions to the field of media archaeology, this article excavates some of the underexplored technological conditions that help constitute today's electronic medical record. If in some contexts, it is true that data drive health, then an archaeology of medical records helps reveal how health insurance records often impact clinical care and, by extension, health and disease. (shrink)

The precarious rights of senior citizens, especially those who are highly educated and who are expected to counsel and guide the younger generations, has stimulated the creation internationally of advocacy associations and opinion leader groups. The strength of these groups, however, varies from country to country. In some countries, they are supported and are the focus of intense interest; in others, they are practically ignored. For this is reason we believe that the creation of a network of all these associations (...) is essential. The proposed network would act as a support for the already-existing policies of the United Nations’ High Commission for Human Rights, of independent experts, and of the Global Alliance for the Rights of Older People. All three have long ago recommended the creation of a recognized instrument for uniting presently scattered efforts. The proposed network, therefore, will seek to promote the international exchange of relevant expertise, and it will reinforce the commitments and actions that single countries are currently taking to meet these objectives. For example, informative public events can be organised to promote particular support initiatives and to provide an opportunity for new members of the network to be presented. The network will promote health for senior citizens, disease prevention, senior mobility, safe free time for seniors, alimentary education, protection against new risks and dangers, as well as equity in the services necessary for seniors to adopt new information and communication technologies. In the case of retired academic members, the network will promote equality with respect to continuing use of digital technologies (particularly email), continuing access to research libraries, and the guaranteed ability for seniors to fund their own research programs and to deliver free seminars. (shrink)

We investigated the definition, prevalence, perceived prevalence and severity of, as well as justifications for and expected responses to, academic dishonesty at the graduate level in a sample of 246 graduate students, 49 faculty, and 20 administrators. Between 2.5% and 55.1% of students self-reported engaging in academically dishonest behaviors, depending on the nature of the behavior. Students and faculty rated 40 examples of academically dishonest behaviors similarly in terms of severity, but faculty tended to underestimate the prevalence of academic dishonesty. (...) Students and faculty also reported how they would idealistically and realistically expect themselves to respond to cheating situations. Students rated 21 behaviors in terms of their likeliness to increase or decrease academically dishonest behavior. Suggestions are given for developing a climate or culture of academic integrity to address academic dishonesty. (shrink)

This paper is a reflection on the boundaries of academic discourse as I came to be acutely aware of them while attempting to teach a graduate seminar in qualitative research methods. The purpose of the readings in Husserl and Schutz and the writing exercises was to assist students trained in quantitative methods and steeped in positivistic assumptions about research to write phenomenological descriptions of lived experience. Paul could not write the assigned papers due to a diagnosed writing disability but (...) he did submit fictional stories and sketches which beautifully illustrated the concepts of Husserl and Schutz. Paul's disability presented a natural bracketing experiment which brought the positivistic assumptions surrounding academic research and writing to the forefront. I engaged in verbal dialogues with Paul, in which he discussed the philosophical ideas. My work with Paul highlighted the extent to which the academic lifeworld marginalizes those who seek to write from the heart, disguising even the work of those philosophers who wish to uncover direct experiences.The crisis of the sciences is the loss of meaning for life. (Husserl, 1970: 5). (shrink)

We report the identification of a recurrent, 520-kb 16p12.1 microdeletion associated with childhood developmental delay. The microdeletion was detected in 20 of 11,873 cases compared with 2 of 8,540 controls and replicated in a second series of 22 of 9,254 cases compared with 6 of 6,299 controls. Most deletions were inherited, with carrier parents likely to manifest neuropsychiatric phenotypes compared to non-carrier parents. Probands were more likely to carry an additional large copy-number variant when compared to matched controls. The clinical (...) features of individuals with two mutations were distinct from and/or more severe than those of individuals carrying only the co-occurring mutation. Our data support a two-hit model in which the 16p12.1 microdeletion both predisposes to neuropsychiatric phenotypes as a single event and exacerbates neurodevelopmental phenotypes in association with other large deletions or duplications. Analysis of other microdeletions with variable expressivity indicates that this two-hit model might be more generally applicable to neuropsychiatric disease. © 2010 Nature America, Inc. All rights reserved. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Valerie Trollinger, “A Reconception of Performance Study in the Philosophy of Music Education”Paul LouthAs an educator who is a former professional trombonist I can certainly appreciate the issues raised in this discussion. Because I am inclined to agree with the spirit (if not always the substance) of Trollinger's remarks, I would like to respond with some thoughts on the manner in which she tends to (...) frame this debate, because I believe that this has crucial implications and may explain the cause of some of the very problems she mentions.Charlene Morton writes that a "bias for procedural knowledge... unwittingly immerses school music in the polemic arising from the false hierarchical dichotomy between 'hard' and 'soft' forms of knowledge."1 By this she means that the Cartesian mind/body split, which has led to our conception of thinking and doing as exclusive matters, is not remedied by our discovery of the importance of purely procedural knowledge, because we merely reinforce this dichotomy through acknowledging the latter term as a separate category from theoretical knowledge. Trollinger is correct in asserting that the act of performance is often overlooked and is not treated as a serious concern in music education and I believe that this may be largely due to this dichotomy, which manifests itself in the way that we divorce performance from its original holistic context.In general, if we accept this argument, then debates about performance versus listening, theorizing, and so on are inherently problematic because the discourse itself reinforces an artificial dichotomy. If we fail to address the remnants of this "Cartesian anxiety," then in our attempts to address a lack of concern over performance, we may be left with a performance model that is purely utilitarian, in the sense that the body can only justifiably occupy a central place in the curriculum if there are direct, utilitarian outcomes that we can associate with it and so long as those outcomes are supported by the free market. In North America, progressive educators have been struggling for some time against the concept of school as a locus of training for the market place. This model becomes more difficult to resist, I would argue, as long as we continue to compartmentalize performance and other aspects of musicianship. Such practices reinforce an artificial distinction between procedural and theoretical forms of knowing (and, by extension, between mental and manual forms of labor) that Apple, Giroux, and other critical pedagogues would argue atomizes student knowledge in preparation for the marketplace; yet musicianship can serve many other valuable purposes.2 [End Page 231]Trollinger, in using the word "holistic," reminds us of the connection between body and mind that exists in performance. Further, she correctly states that until relatively recently, those who taught music were musicians. I would add that in Canada (where I teach), the idea that music should be taught by musicians has often been used to justify its exclusion from schools, which is indicative of our tendency to exclude those things that we deem corporeal from the life of the mind. In my home province of Ontario, recent emphasis on "the basics" has meant that music programs have vanished in great numbers, while music study is relegated to the conservatories which, with their widespread tendency to essentialize musical experience as performance in the most limited sense of the word, have contributed further to this dichotomy.My point is that all of us, including Trollinger, may wish to reconsider the nomenclature that we carry into this debate from the outset. Because the word "performance" has become strongly associated with this particular pole (it is no accident that we use this word to describe car engines and stock returns) I suggest we can best elevate our estimation of the term by replacing it with the word "musicianship." In this way we can repair some of the damage done by the Cartesian split and the consequent de-valuing of performance that has occurred through separation from its original context. Within such an integrated model, it would become problematic to debate the relative importance of performing, listening, theorizing, or any number of activities with regard to the overall goals of musicianship... (shrink)

A great deal of interest and excitement surround the interface between the philosophy of biology and the philosophy of psychology, yet the area is neither well defined nor well represented in mainstream philosophical publications. This book is perhaps the first to open a dialogue between the two disciplines. Its aim is to broaden the traditional subject matter of the philosophy of biology while informing the philosophy of psychology of relevant biological constraints and insights.The book is organized around six themes: functions (...) and teleology, evolutionary psychology, innateness, philosophy of mind, philosophy of science, and parallels between philosophy of biology and philosophy of mind. Throughout, one finds overlapping areas of study, larger philosophical implications, and even larger conceptual ties. Woven through these connections are shared concerns about the status of semantics, scientific law, evolution and adaptation, and cognition in general. Contributors André Ariew, Mark A. Bedau, David J. Buller, Paul Sheldon Davies, Stephen M. Downes, Charbel Niño El-Hani, Owen Flanagan, Peter Godfrey-Smith, Todd Grantham, Valerie Gray Hardcastle, Gary Hatfield, Daniel W. McShea, Karen Neander, Shaun Nichols, Antonio Marcos Pereira, Tom Polger, Lawrence A. Shapiro, Kim Sterelny, Robert A. Wilson, William C. Wimsatt. (shrink)