Henri Maldiney est ancien élève de l’Ecole normale supérieure. Il fut prisonnier en Allemagne pendant la guerre. Il est un des représentants en France du courant philosophique de la phénoménologie. Ses champs de réflexion concernent la maladie mentale, l'art et, bien sûr la philosophie. Il a influencé nombre de psychiatres, de philosophes et d'artistes. La meilleure façon de proposer une introduction à la pensée de Henri Maldiney, c’est peut-être de faire partager une expérience personnelle de rencontre. Bernard Rigaud, (...) en travaillant sur différents sujets, a croisé et recroisé de façon régulière la pensée de ce philosophe. À chaque occasion, il a eu le sentiment d’être éclairé et inspiré. Partant des différentes modalités du mal-être, la pensée d’Henri Maldiney devient une pensée sur l’être. Mais comment penser ce qui est? Le philosophe nous conduit sur les voies de l’art, et sur les voies des dysfonctionnements, de la folie, de la dépression... (shrink)

The emphasis placed by H. Atlan, like G. Bateson, on the reception of messages during communication between subsystems leads to a conception of learning, and more generally of human memory, surprisingly close to that proposed by I. Rosenfield on the basis of the work of G. M. Edelman. The authors stressed the close and reciprocal link between the theory of functional localization and the conception of memory, which they have just seen, radically refuted by Rosenfield. The theory of functional localization (...) therefore considers as established the existence of a whole series of rigid relationships between specific locations in the brain and certain major functions performed by the body. Thus briefly summarized, the theory of neural Darwinism provides positive evidence in favor of the Rosenfield's theory of human memory. All these characteristics make the functioning of human memory an outstanding example of the natural complexity of a self‐organized system in the sense of Atlan. (shrink)

Whatever our profession we are all engulfed in daily life and in the obscurity and density of the mental world. Who is this “I” that finds expression in such a wide variety of societies, in the convictions of the group and temperament of the individual self, in all that I perceive imperfectly and that makes me me? What does this sometimes slippery, sometimes thorny “I” say about the various attitudes towards knowing: the things I desperately want to know, things I (...) believe myself capable of dispensing with, those I fear knowing? (shrink)

Le polythéisme polynésien était-il une forme métaphorique de panthéisme ?

Suite aux attaques diverses qui en annoncent la fin imminente, faut-il renvoyer l'humanisme aux oubliettes de l'histoire? Cet idéal d'homme complet dont le développement physique, affectif, intellectuel et moral ne souffre pas de limites, qui substitue à l'esprit de soumission celui de libre examen, est-il désormais dépassé? La personne, le sujet, la liberté, le progrès, ne sont-ils que des chimères inconsistantes? La raison n'est-elle qu'un instrument trompeur? Faut-il abandonner les hommes au fatalisme le plus radical? L'humanisme semble désormais faire l'objet (...) de critiques sévères. Est-il pour autant dépassé? (shrink)

This study contends that existentialism is the perennial philosophy thus going against the assumption that it is a school of more recent provenance. Anthologies or introductory texts used begin with Kierkegaard and go on to emphasize Nietzsche, Sartre, and Heidegger. This book reflects a more catholic mapping, including three thinkers from the classical period , who are argued to be just as 'existential' as more modern thinkers and indeed influence the latter in important ways. Also included are three Americans who (...) are rarely considered existentialists. Furthermore, the book has a pedagogical emphasis, reflecting students' points-of-view: what they learn, how they react, questions they have, and how in general existentialism meets their education needs and expectations. It is, therefore, necessarily interdisciplinary in character, pointing out implications of existentialism for education, concerns like happiness, war and peace, democracy, sexuality, and terrorism. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Modern physics was born in the 17th century and modern biology one century later. Immediately, scientifics and philosophers ask themselves what is the relationship between those two sciences and between properties of non-living and living matter. Among those scientifics and philosophers, some think that mental phenomena are of biological nature — they are materialists —, so they encounter a second problem: what is the relationship between properties of non-thinking and thinking living matter? This paper examines the doctrine of three French (...) philosophers of the (post-) Enlightenment on those subjects: Diderot, Cabanis and Lamarck, and, as their answer is in terms of causality and supervenience, I compare succinctly their doctrine with those of Searle and Kim. (shrink)

1. Se fondre dans la nature : figures de la cosmose.

Notre recherche consiste à retrouver, sous la partie visible des sciences cognitives, la partie invisible toujours active qui les fonde c'est-à-dire les nœuds liant à propos du cerveau-corps-esprit la médecine, la psychologie, la philosophie et la psychiatrie. Une certaine histoire philosophique de la psychologie voudrait imposer la thèse d'une indépendance de l'esprit par rapport au corps comme de la psychologie par rapport à la physiologie, la biologie, la neurologie ou encore la génétique. Pourtant l’étude des troubles neurologiques, des neuropathies du (...) développement des cerveaux de l’enfant prématuré, des psychopathologies des affects et des lésions, dont le XIXe siècle avait constitué ces modèles, se poursuivent aujourd’hui pour maintenir l’interrogation sur la relation esprit-cerveau-corps. (shrink)

tome 1. Les origines -- tome 2. Les nouvelles recherches.