Claiming the legacy of revolutionary of 1789, the Republicans organise at the end of nineteenth century the French school in its modern form and developpe a philosophy that is “fondationnaire” placing educational institution as foundation of the nation. The idea of the emancipation of the people by rational instruction without neglecting the moral and civic education is well located in the heart of the French school project and aims abstract rational subjects, despite their unique characteristics and affiliations. The phrase (...) “the Republic will be educator or she will not! “claim this fundamentally political intent stay up until the Second World War. After this period, the school system begin to be invested by the economy; during the period of the welfare state, an original synthesis seems to occur between “republican meritocracy, [...] social equality mass... [the] concern individualistic “(Gauchet, 2002), the rising concerns of the economy and employment, making the question of the qualifications of a concern more central. This delicate balance then seems to break during the Twenty pitiful’s years, then the school is characterized by a multiplicating of its missions, the lost of landmarks and the difficulty to make sense. The actual siginification of the scholar system will be questioned regarding to economic and anthropological influence of neo-liberalism, the requirement for long life education and its consequences, and also the education-socialization-qualification relations. (shrink)

In this contribution, we analyse the treatment of professional practice in two training sequences dedicated to the teaching of written French. Firstly, we examine the characteristics of the training devices organised with a combination of school field and training institution scheme. We then focus on interactions between trainer and trainees within two training activities aimed at sharing and reflecting on practicum. The interest of this double perspective lies in the understanding of knowledge circulation between school field and training (...) class='Hi'>institution and how this circulation serves the development of teachers’ action. (shrink)

Les analyses des parcours de vie s’intéressent surtout au repérage des régularités du cycle de vie ou, tout au plus, aux écarts aux modèles types, en termes de retard des événements ou d’allongement des transitions sur les calendriers scolaires, professionnels, résidentiels ou familiaux. Les études empiriques suggèrent pourtant la présence de dynamiques non linéaires évoquant la possibilité que les parcours comportent des « bifurcations » où tout peut être remis en question, pouvant entraîner des changements durables de situation. Ce phénomène (...) est plus souvent interprété en référence à la capacité des individus de faire leurs propres choix qu’en fonction de l’influence possible des cadres institutionnels. L’étude de parcours scolaires et professionnels de jeunes Québécois dans les années 1990 constitue la base de cette réflexion sur la place des bifurcations dans les parcours de vie qui met l’accent sur le rôle des dispositifs institutionnels dans la création d’une flexibilité des structures, sur les phénomènes d’appropriation par les individus des opportunités offertes par cette flexibilité et sur le mouvement des réversibilités et irréversibilités construites à travers ce processus. L’analyse suggère que les individus peuvent s’engager dans des actions en évaluant les possibilités offertes par les institutions qui encadrent la vie sociale, qu’ils sont capables de percevoir les irréversibilités associées aux choix offerts et ainsi, de les prévenir, les exploiter ou s’y adapter. La croissance du nombre de personnes adoptant les mêmes comportements dans une situation donnée accroît ainsi la possibilité que ce choix se transforme en une convention sociale et que les bifurcations s’institutionnalisent.Life course analyses are mainly interested in identifying regularities in the life cycle or, at most, in deviations from typical patterns in terms of a postponing of events or of transitions within educational, career, residential or family trajectories. However, empirical studies point to the existence of non-linear dynamics and suggest the possibility that life paths may also include « bifurcations », where everything is placed in question, and that may lead to lasting changes in situations. This phenomenon is more often interpreted in reference to the individual’s capacity to make personal choices rather than in terms of the potential influence of institutional frameworks. This study is based on an analysis of the educational and career trajectories of Québec youth during the 1990s : it looks at the role of bifurcations in the life course, in emphasizing how institutional arrangements may help to create a flexibility of structures, and explores the phenomena of individuals seizing the opportunities offered by this flexibility. The study suggests that individuals may undertake actions after evaluating the opportunities presented by social institutions, and that they are able to grasp the irreversibility of certain choices and anticipate them, use them to their advantage or adjust their actions accordingly. An increase in the number of persons adopting the same behaviours in a given situation thus also increases the possibility that such a choice may evolve into a social convention and that these bifurcations may become institutionalized. (shrink)

Le propos de l'article est de mettre en regard les formes de la ritualisation scolaire et les constructions biographiques spécifiques dont est porteuse l'institution scolaire. Espace « abstrait » du monde, lieu d'un rapport autoréférentiel au savoir qui érige les signes et les discours en fins pour eux-mêmes, l'école est à elle-même sa propre scène: son mode d'action relève d'une performativité généralisée par laquelle elle ne cesse de faire coïncider ses accomplissements pratiques avec les signes qu'elle en (...) produit. L'école trouve les ressorts de cette performativité dans la mise en oeuvre d'espaces et de dispositifs ritualisés par lesquels elle effectue les actes d'enseignement-apprentissage dans le geste même de leur représentation. Dans ce cadre, la figure de 1' « élève », analysée comme un ensemble de prescriptions définissant les modes de participation à l'agir rituel de l'école, établit une injonction biographique particulière, qui entre en confrontation avec les figures de soi et l'expérience biographique des individus-élèves.The purpose of the paper is to look at the forms of ritual and school specific biographical constructions which carries the school. Space "abstract" of the world, rather than a self-referential relation to who erected the signs and speech purposes for themselves, the school itself is its own scene: its mode of action is a generalized performativity that it continues to match its practical accomplishments with the signs she produces. The school is the spring of this performativity in the implementation of spaces and mechanisms by which it performs ritualistic acts of teaching and learning in the very act of representation. In this context, Figure 1 "pupil", analyzed as a set of prescriptions defining the modes of participation in the ritual act of the school establishes a biographical special order, which comes into confrontation with oneself and figures the biographical experience of individuals-students. (shrink)

The concept of school inclusion applied to disabled children knows an international distribution and is more or less used in national contexts, but with wide variations in interpretation. The concept of disability tends to be supplanted by other terms such as «special needs». These notional transformations are at the heart of the tensions that exist within the education system and also perform in their relations with various external partners, including experts of disability and parents. The major issues are those of (...) the educational finalities of the institutions and practices for these children: separate or common socialization, people development or acquisition of knowledge, perspectives of skilled labor or not etc. Among the possible approaches to the current problem, the first step is the analysis of the regulatory and institutional legislative, established in France for so-called «disabled» children. The second step is favored by the approach of ethnographic field which has the advantage of showing the representations and practices of actors in everyday life. The example developed is that of an elementary school in the city of Paris, which seeks to meet the challenge of hosting the difference while maintaining the goal of «academic excellence.» In this tension, how are teachers, specialists, parents, children with disabilities among their peers? What finally are the evolutions outlook? (shrink)

Après une agrégation de philosophie (1983), Marie-Dominique Couzinet s'est formée à la recherche en Italie, à l'Institut Universitaire Européen de Florence, et en France, au CNRS. Maître de conférences (1996) habilitée à diriger les recherches (2009), elle enseigne l'histoire de la philosophie de la Renaissance à l'Université Paris 1 Panthéon-Sorbonne (UFR de philosophie ; Centre d'Histoire des Systèmes de Pensée Moderne : EA 1451). Ses travaux portent sur la philosophie de la Renaissance au XVIe siècle en France et en Italie, (...) l'histoire et la transmission des savoirs dans la culture humaniste européenne et l'historiographie consacrée à la Renaissance. Elle est l'auteur de Méthode et histoire à la Renaissance. Une lecture de la Methodus ad facilem historiarum cognitionem de Jean Bodin (Paris, Vrin, 1996) ; Bibliographie des écrivains français : Jean Bodin, Paris- Rome (Éditions Memini, 2001), et Sub specie hominis. Études sur le savoir humain au XVIe siècle (Paris, Vrin, 2007). / This study analyzes the links between philosophy, humanism and scholarly culture according to Ramus, the great 16th-century pedagogue – a prime target of the so-called "critique of pedantry", which asserted that one had to choose between teaching and thinking. It offers new critical tools to approach his oeuvre. (shrink)

D'après le recensement de 1989, 76% des jeunes kenyanes âgées de 6 à 24 ans fréquentent un établissement scolaire. Ce chiffre, élevé pour un pays africain, témoigne d'une évolution rapide et continue puisque 58% des femmes de 30 à 40 ans ont bénéficié d'une éducation scolaire contre 18% pour les plus de 45 ans. Une progression aussi spectaculaire invite à une réflexion sur la nature et le degré des transformations sociales qui en résultent. L'observation d'une institution (...) class='Hi'>scolaire part... (shrink)

APPRENDRE A PHILOSOPHER AUJOURD'HUI : LE POIDS D'UN HERITAGE MYTHOLOGIQUE. Situation de l'enseignement de la philosophie. Fin de siècle : la possibilité d'une ouverture?. QUI EST CONCERNE PAR LA PHILOSOPHIE? DU PUBLIC IMAGINAIRE AU PUBLIC REEL. Le public (imaginaire) de l'humanisme abstrait. Que peut nous apprendre le refus d'enseigner la philosophie au deuxième sexe?. A QUOI JOUE L'ENSEIGNEMENT DE LA PHILOSOPHIE? MODES PEDAGOGIQUES DE L'ESPRIT DE SERIEUX. Quelles sont les impasses de l'idée de "jeu sérieux"?. Comment les modes pédagogiques se (...) sont-ils (elles) succédé?. LA PHILOSOPHIE PEUT-ELLE DEMEURER CRITIQUE DANS L'INSTITUTION SCOLAIRE?. Comment mettre une note à la liberté?. D'où viennent les amours philosophiques? (shrink)

Maîtresse d’enseignement et de recherche en sciences de l’éducation à l’université de Genève et spécialiste entre autres des questions de mixité, Isabelle Collet propose dans ce court ouvrage une intéressante synthèse des travaux de sciences humaines et sociales produits, ces dernières décennies, sur le rôle de l’institution scolaire dans la (re)production des inégalités entre les sexes. L’école apprend-elle l’égalité des sexes? se divise en sept brefs chapitres abordant successivement l’ess...

Pour Gérard Raulet, le problème politique le plus urgent qui se pose aux républiques contemporaines, est celui de l’intégration. Face à l’échec de l’institution scolaire pour assumer cette fonction, l’auteur propose une relecture de Kant afin d’approfondir sa réflexion sur la redéfinition de la citoyenneté contemporaine. Contrairement à l’analyse ultra-républicaine qu’il avait faite de cette pensée dans un récent ouvrage, l’auteur prend une position plus modérée et plus pragmatique qu’il nomme le républicanisme authentique. Cette posture idéologique l’amène à (...) relire Kant dans une perspective plus globale. Cette réflexion se termine sur une question politique névralgique : comment les républiques contemporaines peuvent-elle revoir leur politique d’intégration, afin de respecter davantage le droit à la différence, sans mettre en danger l’unité de la nation? (shrink)

Résumé. : L’article s’interroge sur la manière dont l’institution scolaire est aujourd’hui mise en question dans son projet de formation par les activités juvéniles, dans une sphère extrascolaire où ils jouissent d’une grande autonomie. Ces activités électives (numériques, musicales, sportives…) réalisent une éducation informelle où les adolescents forgent leur caractère, alors même que l’école n’a plus de modèle lisible de projet éducatif. À partir d’une enquête qualitative réalisée auprès d’une centaine d’adolescents français, on dégagera différentes épreuves qui forment (...) les adolescents dans cette sphère, avant de montrer comment elles mettent en question les finalités, mais aussi les modalités de fonctionnement de l’école. Abstract: This article examines how school is questioned today by youth culture and its activities, especially outside school where teenagers are notably autonomous. These chosen activities (digital music, sports, dance, musical activities ...) could be described as an informal education which tends to build the identity and the self of the youth. From a qualitative survey conducted among a hundred French teenagers, we will first identify different trials teenagers face in this specific sphere, before showing how they are questioning the goals, but also the operating procedures of school. (shrink)

In this article, we begin by questioning the notion of special educational needs, which is used today in Switzerland, by going back over its historical foundations and developing the main issues and problems it raises. We then present the results of a comprehensive research aimed at uncovering the factors at work in the process of designating certain students for an enhanced special education support measure during their compulsory schooling. On the basis of a content analysis of the reports for an (...) enhanced special education support measure produced during the 2016-2017 school year in a Swiss canton, as well as comprehensive interviews conducted with permanent teachers, we highlight various factors that can lead to the designation of a student for an enhanced special education support measure. We show how there is a degree of randomness in being designated for a special education support measure and critically discuss the role of the school institution and its actors in this process. (shrink)

La philosophie est-elle une fin en soi ou un moyen en soi? Cette question, qui peut paraître étrange, traduit cette alternative problématique : s’agit-il de penser prioritairement ce qui rend possible la philosophie (qui serait une fin) ou bien ce que la philosophie (comme moyen) rend possible? Dans cet article, il ne s’agit pas de hiérarchiser la dignité de ces questions (celle-ci pouvant sembler plus instrumentale et moins noble, à première vue, que celle-là), mais de cerner ce que ces problèmes (...) disent de la philosophie et de la place qu’elle peut prendre, aujourd’hui, aussi bien dans l’institution scolaire que pour la réflexion collective et démocratique. Dans tous les cas, nous essaierons de ne pas rire, ni de pleurer, mais de comprendre - la référence à Spinoza signifiant : il est ontologiquement vain de croire qu’il puisse y avoir de meilleures conditions actuelles que les présentes, puisque ce sont les conditions réelles. (shrink)

Cet article décrit et analyse du point de vue de leurs évolutions majeures, les finalités des formations en alternance des maisons familiales rurales, une des principales institutions privées de l’enseignement agricole technique en France. Cette pédagogie de l’alternance est issue du syndicalisme agricole qui a défini les modes d’intervention des agents de formation, appelés les moniteurs. L’alternance, construite au départ contre l’enseignement primaire public, avait pour principal but de restaurer la famille paysanne en tant qu’instance éducative légitime, considérée comme détentrice (...) du monopole de la transmission des savoirs agricoles. Toutefois, à partir des années 1960, cette finalité initiale disparaît. Avec la massification scolaire, les formations en alternance jouent désormais un rôle d’école de la seconde chance oscillant entre une fonction de professionnalisation et une fonction de remédiation scolaire. Au cours d’une troisième période, identifiée à partir des années 1990, au moment de la création des maisons familiales urbaines, ces deux fonctions vont se rejoindre, ce dont témoigne l’évolution du rôle de moniteur : il devient un adulte référent et un « tuteur » pour des jeunes en difficulté se préparant à entrer dans la vie d’adulte. (shrink)

This article presents the results of research conducted with secondary school teachers in Quebec, specifically in the Mauricie region. The authors propose a reflection on the construction of professional identity in a context of institutional crisis. They argue that in this context, the teacher can not rely on stable and social frameworks to build up a strong professional identity and that work experience that becomes the primordial material from which that identity is developed. Therefore, the teacher has to build its (...) identity from a set of rational narrative experience of professional practice.contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire Cet article présente les résultats d’une recherche menée auprès d’enseignants du niveau secondaire au Québec, plus spécifiquement dans la région de la Mauricie. Les auteurs proposent une réflexion sur la construction de l’identité professionnelle dans un contexte de crise des institutions. Ils soutiennent que dans ce contexte l’enseignant ne peut compter sur des cadres sociaux stables et solides pour se constituer une identité professionnelle et que c’est l’expérience au travail qui devient le matériau primordial à partir duquel s’élabore cette identité. Par conséquent, l’enseignant a à construire son identité à partir d’une mise en récit rationnelle de son expérience de la pratique professionnelle. (shrink)

La question à laquelle nous tentons de répondre doit être abordée de différentes façons : elle est récurrente dans l'histoire des technologies pour l'éducation ; elle peut être pensée à l'échelle mondiale, particulièrement pour ce qui est des pays en développement ; elle concerne à la fois les sciences de l'éducation, les sciences de la communication, l'économie et les institutions. Nous évoquons d'abord les établissements scolaires sous l'angle de l'histoire des technologies pour l'éducation et des discours sur «la fin des (...) enseignants». Dans une deuxième partie, nous analysons les effets du e-learning sur les établissements universitaires et leurs enseignants. Enfin, nous nous interrogeons sur l'absence de réflexion concernant le rôle des enseignants dans les projets TICE mis en place dans les pays en développement.The question we try to answer needs to be addressed in different ways: it is recurrent in the history of technology in education, it can be thought globally, particularly with regard to developing countries, it for both science education, communication sciences, economy and institutions. We discuss first schools in terms of the history of technology in education and discourse on "the end of teachers." In a second part, we analyze the effects of e-learning academic institutions and their teachers. Finally, we question the lack of reflection on the role of teachers in ICT projects implemented in developing countries. (shrink)

Cet article montre que la philosophie de l’éducation de Diderot trouve son sens dans le cadre d’une pensée de la civilisation, au sein de laquelle elle théorise le rôle de l’institution publique d’éducation. À partir d’une analyse critique du pouvoir de l’argent dans les sociétés modernes, et d’une histoire comparée de l’éducation en France et en Russie, Diderot propose un changement d’échelle et l’articulation d’une réflexion proprement scolaire (curriculum, corpus, pédagogie, statut des maîtres, organisation et contenu des temps (...) scolaires et non scolaires…) à une philosophie politique encourageant l’autorité républicaine et à une philosophie sociale pensant la distribution des emplois publics comme moteur d’une méritocratie. L’ensemble constitue une défense de « l’utilité » générale de l’éducation publique, qui n’est ni utopiste ni platement utilitaire. (shrink)

La demande éducative ne peut être réduite à une résistance à la psychanalyse. Elle doit être resituée dans la contextualité sociale historique et par rapport au sens et à la fonctionnalité de l’échec scolaire comme syndrome ethnique. C’est dans cette perspective anthropologique et institutionnelle que l’auteur propose de réinterroger les relations entre demandes éducatives et psychanalyse, en illustrant son propos par des observations permettant de repérer les conflictualités et les paradoxes présents dans la clinique contemporaine.

"Le problème de la passivité: le sommeil, l'inconscient, la mémoire", éd. scientifique et transcription Stéphanie Ménasé, p.155-297; "L'Institution dans l'histoire personnelle et publique" éd. scientifique et transcription Dominique Darmaillacq, p. 31-122; Préface Claude Lefort.

One of the recent attempts to explore epistemic dimensions of forced displacement focuses on the institution of gender-based asylum and hopes to detect forms of epistemic injustice within assessments of gender related asylum applications. Following this attempt, I aim in this paper to demonstrate how the institution of gender-based asylum is structured to produce epistemic injustice at least in the forms of testimonial injustice and contributory injustice. This structural limit becomes visible when we realize how the institution (...) of asylum is formed to provide legitimacy to the institutional comfort the respective migration courts and boards enjoy. This institutional comfort afforded to migration boards and courts by the existing asylum regimes in the current order of nation-states leads to a systemic prioritization of state actors’ epistemic resources rather than that of applicants, which, in turn, results in epistemic injustice and impacts the determination of applicants’ refugee status. (shrink)

When I was an undergraduate in Oxford, we were taught economics almost as though it were a natural science. The subject matter of economics might be different from physics, but only in the way that the subject matter of chemistry or biology is different from physics. The actual results were presented to us as if they were scientific theories. So when we learned that savings equals investment, it was taught in the same tone of voice as one teaches that force (...) equals mass times acceleration. And we learned that rational entrepreneurs sell where marginal cost equals marginal revenue in the way that we once learned that bodies attract in a way that is directly proportional to the product of their mass and inversely proportional to the square of the distance between them. At no point was it ever suggested that the reality described by economic theory was dependent on human beliefs and other attitudes in a way that was totally unlike the reality described by physics or chemistry. Some years ago, when I published The Construction of Social Reality, I was aware that it had implications for the ontology of economics, but I was not aware that there had already been an important revival of the tradition of institutional economics. It would be an understatement to say that I welcome this interest in institutions; I enthusiastically support it. But I think that in the institutional literature there is still an unclarity about what exactly an institution is. What is the ontology, the mode of existence, of institutional reality? This article tries to add to this discussion. Economics as a subject matter, unlike physics or chemistry, is largely concerned with institutional facts. Facts about money and interest rates, exchange and employment, corporations and the balance of payments, form the very heart of the subject of economics. When Lionel Robbins, in a classic work, tells us that “Economics is a study of the disposal of scarce commodities,”2 he takes for granted a huge invisible institutional.... (shrink)

Even after yet another grand conjecture has been proved or refuted, any omniscience principle that had trivially settled this question is just as little acceptable as before. The significance of the constructive enterprise is therefore not affected by any gain of knowledge. In particular, there is no need to adapt weak counterexamples to mathematical progress.

In contemporary societies, there is a strong push toward seeing education as an instrument for the delivery of particular societal agendas. On such a view, the only questions that remain are how effective education is at delivering such agendas and how its effectiveness can be increased. While this might be a desirable way forward for those who believe that a consensus about the agenda for education can easily be achieved, it is at odds with the idea that a democratic society (...) is characterized by a fundamental plurality of visions about what schools are supposed to be for. Yet the democratic critique of educational instrumentalism cannot be confined to giving each and every vision its own school, as this would simply multiply educational instrumentalism rather than oppose it. A true democratic response thus needs to take education's own interest seriously as well, which, as Gert Biesta argues in this paper, amounts to a defense of the school as institution. (shrink)

This collection is the first extended investigation of the relation between time and memory in Maurice Merleau-Ponty’s thought as a whole as well as the first to explore in depth the significance of his concept of institution. It brings the French phenomenologist’s views on the self and ontology into contemporary focus. Time, Memory, Institution argues that the self is not a self-contained or self-determining identity, as such, but is gathered out of a radical openness to what is not (...) self, and that it gathers itself in a time that is not merely a given dimension, but folds back upon, gathers, and institutes itself. Access to previously unavailable texts, in particular Merleau-Ponty’s lectures on institution and expression, has presented scholars with new resources for thinking about time, memory, and history. These essays represent the best of this new direction in scholarship; they deepen our understanding of self and world in relation to time and memory; and they give occasion to reexamine Merleau-Ponty’s contribution and relevance to contemporary Continental philosophy. This volume is essential reading for scholars of phenomenology and French philosophy, as well as for the many readers across the arts, humanities, and social sciences who continue to draw insight and inspiration from Merleau-Ponty. Contributors: Elizabeth Behnke, Edward Casey, Véronique Fóti, Donald Landes, Kirsten Jacobson, Galen Johnson, Michael Kelly, Scott Marratto, Glen Mazis, Caterina Rea, John Russon, Robert Vallier, and Bernhard Waldenfels. (shrink)

Prior to Ukraine's accession to the Ukrainian SSR, there were two research religious institutions - the department of the philosophical problems of religion and atheism of the Institute of Philosophy of the Academy of Sciences of Ukraine B. Lobovyk, and since 1990 - Doctor of Philosophy A. Kolodnyi) and the Inter-republican Branch of the Institute of Scientific Atheism of the Academy of Social Sciences at the CPSU Central Committee. If the first institution was engaged in the study of the (...) peculiarities of the religious phenomenon in the diversity of its confessional manifestations and multifunctionality, then the second focused its attention on the problems of the survivability of religiosity in the conditions of socialism and defining ways to overcome it. This feature of research efforts is also reflected in the publications of the department and the branch. (shrink)

La question du sacerdoce des femmes dans l'Occident chrétien doit être examinée à la lumière des catégories sociales (masculin/féminin, laïc/ecclésiastique) imaginées par l'Église durant le Moyen Age. C'est en forgeant, entre le IIIe et le XIIe siècle, des systèmes de classification adaptés à leur insertion croissante dans la société que les clercs en vinrent à exclure catégoriquement les femmes du ministère sacerdotal, tout en définissant des fonctions socio-religieuses spécifiquement féminines. Au cours du XIIIe siècle, alors que l'ordre social défini par (...) les clercs était ébranlé par des expériences religieuses originales, qui furent le fait de femmes contestant (plus ou moins explicitement) leur état de subordination au sein de l'Église, l'institution ecclésiale surmonta l'épreuve en éradiquant toute forme de contestation et en réaffirmant de manière nouvelle les classifications qu'elle avait élaborées durant les siècles précédents. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. (...) Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

This paper argues that business can be helpfully conceived of as a mediating institution. Drawing upon neo-conservative theology, the author argues that mediating institutions serve a vital function in a free society to provide social justice out of an expanded civil society and provide a framework for a flourishing free market. Such institutions also nourish the attitudinal orientation of solidarity in applying the principle of subsidiarity by which self-interest becomes fulfilled through concern for others.The author further argues that businesses (...) also be conceived of as mediating institutions and thereby be held to criteria of meeting associationalneeds. In addition to normative reasons for revising the social contract so that businesses do serve the role of mediating institutions, contemporary management theories demonstrate that businesses can also meet their social obligations of creating wealth while meeting associational needs. (shrink)

Farm to institution (FTI) efforts aim to increase the amount of locally produced foods, typically fruits and vegetables, served by institutions such as schools, colleges, hospitals, senior meal sites, and correctional facilities. Scholars have cited these efforts as contributing to public health and community-based food systems goals. Prior research has found that relationships based on shared values have played a critical role in motivating and sustaining FTI efforts. We review previous studies, discussing values that motivate participation, and affect practices (...) and relationships in FTI supply chains. We use semi-structured interviews to better understand supply chain actors’ values and motivations and how they affect behaviors, with the aim of informing efforts to increase the scope and effectiveness of FTI efforts. All participants are currently engaged in FTI efforts. We find a mix of social and economic values were present for farmers, distributors, and buyers. Our implications focus on the importance of shared values and relationships, the benefit of local food for businesses along the supply chain, and the potential of non-school institution markets as entry points for farmers. (shrink)

abstract Individuals tend to change their behaviour as a response to insurance. Such behavioural responses to insurance are commonly seen as ethically and morally problematic. This is especially true of effects on behaviour from social insurance. These effects have been seen as an ethical problem, associated with irresponsibility, fraud and an immoral character. This article discusses the relevance of four different types of reasons for claims that behavioural responses to social insurance are immoral. These reasons are independent reasons con‐tract related (...) reasons reasons related to fraud and reasons related to justice. I argue that reasons related to justice are most relevant, but that this type of reason does not render the individual morally blameworthy. Hence, insofar as behavioural responses to social insurance are an ethical problem it is a problem that concerns the institution, i.e. what incentives social insurance exhibits, rather than the individual, i.e. the morality of the individual responding to it. Insofar as behavioural responses to social insurance are an ethical problem it is a problem for political philosophy rather than individual ethics. (shrink)

The typical method of acquiring a property right involves transfer from a previous owner. But sooner or later, that chain of transfers traces back to the beginning. That is why we have a philosophical problem. How does a thing legitimately become a piece of property for the first time ? In this essay, I follow the custom of distinguishing between mere liberties and full-blooded rights. If I have the liberty of doing X , then it is permissible for me to (...) do X . But the mere fact that I am at liberty to do X leaves open the possibility that you might be at liberty to interfere with my doing X . Accordingly, liberties are not full-blooded rights, since my having a right to do X has the additional implication that others are not at liberty to interfere with my doing X . When it comes to mere liberties, interference is not a violation. You can violate rights, but you cannot violate liberties. (shrink)

현상학은 어떻게 자연과의 연속성 속에서 인간적인 것을 사유할 수 있으며 또 그럼에도 불구하고 창출(institution)의 관점에서는 실존의 통일성을 표현할 수도 있는 것일까? 메를로퐁티는 ‘자연주의적 양도’ 없이 그러나 그의 살의 개념과 연결된 ‘실재론적 옵션’을 통해 이것을 실현한다. 즉 존재하는바 그대로를 그냥 반복하거나 기술하는 것이 아니라, 생명체를 초과하는 세계를 믿는 것이고, 사태들 너머로 합당한 결과를 낳는 우주를 믿으며, 따라서 이 사태들을 초월하고 판단하는 우주를 믿는 것이다. 세계가 관념성과 이상성의 담지자인 것은 그것이 생명과는 다른 질서로부터이기 때문이 아니라 반대로 인간 생명체의 고안물이 되기 때문이다. (...) 이렇게 하여 원초적인 ‘살의 미분화’는 새로운 차원에서 선험성의 역할을 하는 것이다. 요컨대 이 미분화는 문화와 정신의 세계를 지레 감지하는데, 이러한 세계는 육화의 특징을 띤 세계관계인 ‘살’에 미리 보여지는 역동성을 자신의 방식으로 회복하고 있다고 하겠다. (shrink)

The article is translated here from John R. Searle : What is an Institution? Journal of Institutional Economics (2005), 1: 1, 1–22 Printed in the United Kingdom, The JOIE Foundation, 2005.

This article examines the issue of the paradoxicality of institution, de-institutionalization, or the counter-institutionalization in classical Chan thought by focusing on the texts of Hongzhou School. It first analyzes the problem of 20th century scholars in characterizing the Chan attitude toward institution as iconoclasts, and the problem of the recent tendency to return to images of the Chan masters as traditionalists, as opposed to iconoclasts. Both problems are examples of imposing an oppositional way of thinking on the Chan (...) masters. The essay then introduces a new paradigm for interpreting the Chan attitude toward institution, the model of de-institutionalization, which borrows certain insights from Derrida’s idea of the counter-institutional. However, the new model is supported by the Chan heritage of Mahayana Buddhist philosophy. This model can more consistently construe the Chan understanding of the paradoxicality of institution, the subtle Chan relationship of being “with and against” institution, and the Chan “middle way” to make institution remain open to its outside and to transformation. (shrink)

There is a gap between health economic evaluation methods and the value judgments of coverage decision makers, at least in Germany. Measuring preference satisfaction has been claimed to be inappropriate for allocating health care resources, e.g. because it disregards medical need. The existing methods oriented at medical need have been claimed to disregard non-consequentialist fairness concerns. The aim of this article is to propose a new, contractarian argument for justifying needs-based economic evaluation. It is based on consent rather than maximization (...) of some impersonal unit of value to accommodate the fairness concerns. This conceptual paper draws upon contractarian ethics and constitution economics to show how economic evaluation can be viewed as an institution to overcome societal conflicts in the allocation of scarce health care resources. For this, the problem of allocating scarce health care resources in a society is reconstructed as a social dilemma. Both disadvantaged patients and affluent healthy individuals can be argued to share interests in a societal contract to provide technologies which ameliorate medical need, based on progressive funding. The use of needs-based economic evaluation methods for coverage determination can be interpreted as institutions for conflict resolution as far as they use consented criteria to ensure the social contract’s sustainability and avoid implicit rationing or unaffordable contribution rates. This justifies the use of needs-based evaluation methods by Pareto-superiority and consent. The view of economic evaluation presented here may help account for fairness concerns in the further development of evaluation methods. This is because it directs the attention away from determining some unit of value to be maximized towards determining those persons who are most likely not to consent and meeting their concerns. Following this direction in methods development is likely to increase the acceptability of health economic evaluation by decision makers. (shrink)

The purpose of this study is a philosophical analysis of the phenomenon of social responsibility and the peculiarities of the process of its transformation, which took place in the context of globalization. The objective of the study is to determine the nature of the impact of the globalization process on the transformation of the institution of responsibility. In the course of the research, systematic, formal-logical and historical methods of scientific cognition were used. A civilizational approach was also applied, in (...) which the analysis of the object and subject of research was carried out taking into account civilizational features. As a result of the research, we came to the conclusion that globalization in its modern form is a process of modernization within the whole of humanity. Currently, in the vast majority of the most economically and technologically developed countries of the planet, there is such a negative phenomenon as negative demographic dynamics. In turn, this phenomenon is accompanied by a deep crisis of the institution of the family, and with it a massive departure from traditional norms and values. In such conditions, such an important institution and instrument regulating public relations as the institute of social responsibility inevitably undergoes a serious transformation. In the course of this process, there is a transition to the so-called modern society, the fundamental difference of which from the traditional one is that it is focused on the innovative component of culture, which in fact means the ever-increasing predominance of innovative elements over traditional ones, the secular nature of public life, development, which has a progressive, and not cyclical, the formation of democratic institutions, the mass nature of education, the dominance of the universal over the local, etc. All these innovative elements of culture, taken both separately and in combination, have a decisive influence on the entire Worldview of people, including their perception of justice and responsibility. (shrink)

In the past half century, the theory of the firm has become a specific and prolific research field. However, the social ontology of this central institution of capitalism has never truly been the subject of investigation. I consider this negligence harmful for organizational economics and management and, more broadly, for the social sciences, notably because the first and central question raised by the theory of the firm relates to its nature: What is a firm? For this reason, I propose (...) some novel considerations for a social ontology of the firm by focusing on social emergence, reconstitution, the two-level institutional logic of the firm, complex organizational dynamics and interacting mechanisms, and power. (shrink)

This paper addresses the nature of the Charter as the basic document of the Institution, that is, the most important document that lends the institution its force. The “and” between Charter and Institution or the conjoining of Charter with Institution has two tasks to perform. Firstly, the Institution needs to be structured and incorporated as a Charter (and conversely, the Charter is the Institution embodied). In this sense, my question is: can the institute of (...) the Charter be the starting point of a potential theory of the institution? Secondly, it is the Charter – and not law, contract, norm, not Searle’s declaration, not Husserl’s Ausweiss – that could improve the theory of documentality and its connection with institutionalism. (shrink)

Recent scholarship has cast welcome light on the political relevance of Hobbes’s extensive treatment of theology and sacred history. Building on extant contributions, this article argues that God’s historical founding of a Kingdom lends insights into well-known difficulties attaching to Hobbes’s exposition of the Commonwealth by Institution. Although there are evident discrepancies between sacred history and man's natural estate, Abraham and Moses each faced political challenges that persist into the present. Acting as God’s authorized representatives not only allowed them (...) to assuage epistemic uncertainty, it enabled Moses to wield sovereign authority while preserving a claim to natural equality. I argue that Leviathan suggests this model of prophetic authority – conceived of as a particular kind of prudence – is key to meeting the challenges arising from the anthropological vulnerabilities of ignorance and fear. Hobbes’s interest in the role of founding prophets also helps to explain Leviathan’s novel inclusion of representation. This explication of prophetic authority reveals institution to be marked by a greater attention to legitimacy, epistemic authority, and divine sanction, and sheds light on the importance of sacred history for Hobbes’s broader political project. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:VIOLENCE AS INSTITUTION IN AFRICAN RELIGIOUS EXPERIENCE: A CASE STUDY OF RWANDA Malachie Munyaneza UnitedReform Church, London I. Introduction Violence is a phenomenon. It is multidimensional and multifarious. It is physical, geographical, spiritual, psychological, sudden or latent. It is metaphysical, because for some religious beliefs, it involves the deed-consequences scheme in terms of rewards and punishments, even beyond this world into the otherworldly life. It is an instrument (...) used in one's own life (suicide), in the simple family, in the small-scale societies, as well as in the multi-ethnic social settings. It can be a national, multinational and universal phenomenon. It presents some contradictions, because, though it is abhorred in general, some individuals or states use it as a means to achieve ultimate good or misuse it for their own selfish interests. It becomes more of a repulsive mystery when it is seen as institutional and integral partofreligionwhich fundamentallyshould avoid it. Between April and July 1994, the media ofthe world brought images ofthe mostviolent episode ofRwandan history into the living rooms ofthis planet's population. The magnitude ofthe genocide of 1994 was unprecedented in this century. Up to one million of people are estimated to have been killed within only one hundred days. It is difficult to understand the magnitude ofthis violence. Tribal conflicts in Rwanda, colonial powers, political manipulations and economic problems alone are not enough to explain whathas happened. Political analysts, sociologists, anthropologists have tried to understand whetherthe political instability ofthe late 80s, the malfunction of political institutions, the October War (1990-94) and the 40Malachie Munyaneza consequent war atrocities could have necessarily culminated in the genocide the world witnessed. Fundamental questions about the whole philosophy oflife and religion in the history ofRwandaand its relationship to violence are to be addressed too, because they touch the inner being of the outward physical person. People have the right to know what has gone wrong all along in all areas of their life. This paper will try to look at religious beliefs and violence as institution in ancient and modern Rwanda in its magico-religious context and its implications in the social structure. As I am only a debutante Girardian, I will discuss only the key terms ofhis theory—mimesis, desire and scapegoating—as they guide my reflections.?. Religious beliefs and violence Generally, Rwanda is viewed as a monotheistic country. All Rwandan ethnic groups believed in the only one heavenly Superior Being called Imana. Though Rwandansrecognized Imanaasthe SupremeBeing, Creator and Sustainer ofall life, they did not have a special service ofworship to him at a central place. They thought it was temerity to try and please or influence God because ifyou try you would not find enough to match his greatness and his merits. A Rwandan saying tells that you cannot handle God because ifyoutryyou would paydearly.1 Imana is the Ancientofdays as it is expressed in the name "Habiyakare"(He is before the first dawn). He is all-knowing as in the name "Bizimana" (they [all things] are known by God). He rules over everything as King, Judge and Master as expressed in the name "Hategekimana" (everywhere it is God who rules). Unfortunately Rwandans believedthatwhatever befell them was pre-ordained by God and most ofthe time fatalism dominated their lives. They confronted violence or fate with resignation thinking that the origin is in God's will or from angry spirits they did not control. Rwandans also believe in the existence ofa spiritual realm. The spirits of the dead lived further and roamed about. They would come back to trouble their relatives, especially when they felt some duties due to them were neglected. They could even kill through sickness, insanity or provoke infertility. They hold people under the siege ofconstant mental terror. The spirits most feared were the ones from those who had died in unfortunate 1St Paul expressed the same idea in his discourse at Athens and said: "The god who made the world and everything in it is the Lord of heaven and earth and does not live in temples built by hands. And he is not served by the human hands, as ifhe need anything..." (Acts 1 7, 24-25). Violence as Institution in... (shrink)