Le verbe croire renvoie à des réalités diverses et contradictoires. Croire c'est à la fois être certain, tenir pour vrai, adhérer avec conviction, mais c'est aussi, penser, admettre comme probable, envisager comme possible, et donc ouvrir la voie au doute, à l'opinion, au débat. Le verbe croire possède de multiples usages. Songeons que l'on croit en Dieu alors que l'on croit au diable. On croit à, on croit en, on croit que. Les historiens mobilisés dans cet ouvrage s'interrogent sur ces (...) modalités complexes de la croyance dans tous les domaines du champ social. Privilégier les temps de ruptures, de déconstruction des croyances, les seuils épistémologiques fut le fil conducteur de cette recherche entre "croire" et "ne pas croire". (shrink)

This volume represents an advanced, comprehensive state-of-the-art survey of the field of rational agency as it stands today. It covers the philosophical foundations of rational agency, logical and decision-theoretic approaches to rational agency, multi-agent aspects of rational agency and a number of approaches to programming rational agents. It will be of interest to researchers in logic, mainstream computer science, the philosophy of rational action and agency, and economics.

Being imitated has a wide range of pro-social effects, but it is not clear how these effects are mediated. Naturalistic studies of the effects of being imitated have not established whether pro-social outcomes are due to the similarity and/or the contingency between the movements performed by the actor and those of the imitator. Similarity is often assumed to be the active ingredient, but we hypothesized that contingency might also be important, as it produces positive affect in infants and can be (...) detected by phylogenetically ancient mechanisms of associative learning. We manipulated similarity and contingency between performed and observed actions in a computerized task. Similarity had no positive effects; however, contingency resulted in greater enjoyment of the task, reported closeness to others, and helping behavior. These results suggest that the pro-social effects of being imitated may rely on associative mechanisms. (shrink)

The paper develops value based management guidelines from the famous Indian treatise on management, Kautilya's Arthashastra. Guidelines are given for individual components of a total framework in detail, which include guidelines for organizational philosophy, value based leadership, internal corporate culture, accomplishment of corporate purpose and feedback from stakeholders.

Spatial Turns brings together essays that apply a spatial analysis to German literature and other media and engages with specifically German theorizations of ...

Abstract:This article provides a novel interpretation of the so-called transition to self-consciousness in The Phenomenology of Spirit, where Hegel argues that the failure of the protagonist consciousness to formulate an understanding of the world in terms of forces and laws necessitates the shift to an investigation of its own self-conscious subjectivity. The author argues that we can make sense of the transition by attending to Hegel's account of the metaphysical structure of forces and laws, on the one hand, and the (...) structure of self-consciousness, on the other. Following this approach, she argues that the transition represents the realization by the protagonist consciousness that the object of phenomenological inquiry must be metaphysically self-determining (or "infinite," in Hegel's terminology). The standpoint of self-consciousness accordingly emerges because the protagonist consciousness takes itself qua subject to exhibit the requisite self-determining structure. In addition to making sense of the transition to self-consciousness, this line of argumentation illuminates Hegel's subsequent focus on the activity of "desire.". (shrink)

Most books about ethics focus either on the origins of ethics, or on the application of ethical thinking to a single form of therapy. This book sets out to span a range of very different forms of therapy and explores the similarities and the differences between the ethical thinking of the practitioners concerned. By looking at ethical issues in different therapeutic settings the reader is challenged to reconsider the working assumptions which underpin familiar therapeutic practice. Readers of Forms of Ethical (...) Thinking in Therapeutic Practice are offered the unique opportunity to gain insights into the ethical thinking of experienced practitioners offering strikingly different services to their clients and working in contrasting contexts. Essential reading for all practitioners in counselling and the therapies, students, trainers, supervisors and providers of therapeutic services. (shrink)

Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the _Harvard Education Letter _Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues. Foreword by Sam M. Intrator, associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smith’s Urban Education Initiative. Contributors include: Michael Bitz, James Paul Gee, Pedro A. (...) Noguera, Laura Pappano, George Sugai, and Richard Weissbourd. (shrink)

Nietzsche's remarks about women and femininity have generated a great deal of debate among philosophers, some seeing them as ineradicably misogynist, others interpreting them more favorably as ironic and potentially useful for modern feminism. In this study, Kay Picart uses a genealogical approach to track the way Nietzsche's initial use of "feminine" mythological figures as symbols for modernity's regenerative powers gradually gives way to an increasingly misogynistic politics, resulting in the silencing and emasculation of his earlier configurations of the "feminine." (...) While other scholars have focused on classifying the degree of offensiveness of Nietzsche's ambivalent and developing misogyny, Picart examines what this misogyny means for his political philosophy as a whole. Picart successfully shows how Nietzsche's increasingly derogatory treatment of the "feminine" in his post-Zarathustran works is closely tied to his growing resentment over his inability to revive a decadent modernity. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a (...) southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (shrink)

O presente artigo tem por objetivo mostrar o papel crucial das emoções nas tomadas de decisões morais e sua contribuição na solução de conflitos bioéticos. Ao contrário da tese racional, as tomadas de decisão morais demandam a colaboração entre razão e emoção, ou nos termos dos estudos em Metaética, cognição e emoção. Por meio da análise da teoria de Antônio Damásio, teses de filósofas morais feministas, como Kathryn Pyne Addelson, entre outras, pretendemos refutar as recorrentes teses bioéticas conservadoras cuja autoridade (...) moral é erroneamente delegada à racionalidade em detrimento das emoções. (shrink)

The essay discusses the presumption of one's singularity, the uniqueness of one's time, the picturesqueness of one actions, and the capacity of human beings, whether corporately or individually, to begin everything or indeed anything again from scratch. Such presumptions are indeed present in some varieties of contemporary fanaticism, but, more to the point, it is suggested that the feeling of doing something for the first time is the oldest feeling in the world.

Incorporating a discussion of physical and emotional trauma in medical education can help prepare students for their encounters with trauma survivors in clinical practice. A pedagogical approach begins with an inquiry into the purpose of historical or current representations of torture. Justifications include rationalizing state-sponsored torture, providing an outlet for critique and protest, and organizing representations of the enemy. Discussions of torture must further address the emotional and symbolic effects of clinical work with torture survivors on the caregiver. Introductory workshops (...) using visual representations can trigger pain, fear and anger in the viewer. Images of torture, war, and genocide may also invoke ethical concerns relating to the impact of visual images, where viewing can elicit an ambiguous response, casting the viewer into the role of voyeur. At the same time, learners should recognize that indifference or inattention to the provocations mediated through images has its own liabilities, signaling defensiveness. Discussions about the respective roles of perpetrators, victims and observers offer opportunities for the viewer to engage in self-reflection. Artistic representations also offer opportunities for advocacy on the survivor’s behalf, sometimes facilitated by dissemination of visual representations, but also by involving the survivors themselves in activities that exploit the healing power of art. (shrink)

Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help (...) fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues. (shrink)

Scholars increasingly point toward schools as meaningful contexts in which to provide psychosocial care for refugee children. Collaborative mental health care in school forms a particular practice of school-based mental health care provision. Developed in Canada and inspired by systemic intervention approaches, collaborative mental health care in schools involves the formation of an interdisciplinary care network, in which mental health care providers and school partners collaborate with each other and the refugee family in a joint assessment of child development and (...) mental health, as well as joint intervention planning and provision. It aims to move away from an individual perspective on refugee children’s development, toward an engagement with refugee families’ perspectives on their migration histories, cultural background and social condition in shaping assessment and intervention, as such fostering refugee empowerment, equality, and participation in the host society. Relating to the first stage of van Yperen’s four-stage model for establishing evidence-based youth care, this article aims to engage in an initial exploration of the effectiveness of a developing school-based collaborative mental health care practice in Leuven, Belgium. First, we propose a detailed description, co-developed through reflection on case documents, written process reflections, intervision, an initial identification of intervention themes, and articulating interconnections with scholarly literature on transcultural and systemic refugee trauma care. Second, we engage in an in-depth exploration of processes and working mechanisms, obtained through co-constructed clinical case analysis of case work collected through our practice in schools in Leuven, Belgium. Our descriptive analysis indicates the role of central processes that may operate as working mechanisms in school-based collaborative mental health care and points to how collaborative mental health care may mobilize the school and the family-school interaction as a vehicle of restoring safety and stability in the aftermath of cumulative traumatization. Our analysis furthermore forms an important starting point for reflections on future research opportunities, and central clinical dynamics touching upon power disparities and low-threshold access to mental health care for refugee families. (shrink)

Quand en 1856 Jenny P. d’Héricourt (1809-1875), sage-femme, féministe et philosophe, critiqua Pierre-Joseph Proudhon pour sa théorie sur l’infériorité féminine, celui-ci refusa tout discussion, invoquant son infériorité intellectuelle naturelle. Néanmoins d’Héricourt continua de publier de ferventes critiques des théories des philosophes sociaux de son époque sur l’inégalité des sexes. L’article veut d’une part éclairer la notion d’intellectuelle et les conditions nécessaires pour agir comme telle. D’autre part, il questionne les limites d’une existence intellectuelle féminine telles qu’elles se présentent non seulement (...) dans le refus des contemporains mais aussi dans l’historiographie de la pensée sociologique qui ignore la contribution d’Héricourt aux questions fondatrices du discours sociologique anticipant un concept clé d’Émile Durkheim. (shrink)

ABSTRACTArendt’s work on civil disobedience sets out an optimistic portrayal of the possibilities of such forms of action in re-energising the spirit of American politics in the late twentieth century. Civil disobedience should not simply be tolerated, she argued, but incorporated into the legal structure of the American political system. Her work is usually seen to promote an idea of civil disobedience that is thus bound to existing constitutional principles and essentially nonviolent. However, by looking at Arendt’s discussion and critique (...) of various practices of civil disobedience in 1960s and 1970s America, specifically in relation to the nonviolence movement influenced by Martin Luther King, and on the other side, the more militant Black Power movement, a different idea of civil disobedience emerges. This paper argues that whilst, for Arendt, civil disobedience within America certainly possesses the constitutionally restorative potential she assigns to it, in a broader sense – theoretically, globally, and even in terms of alternative ideologies within America – her conception of civil disobedience is in itself neither necessarily constitutional, nor nonviolent. It is, instead, a form of revolutionary action, whose limits are set only by politics itself, and specifically, Arendt’s criterion of publicity. (shrink)

Modern readings of Cicero's reception of Greek culture tend to reflect the way we frame the larger question of Roman reception of Greek culture. In the nineteenth century, and indeed well into the twentieth, when Hellenism was in the ascendant and Latin awarded a decidedly second place, Cicero was often read as a slavish copyist in thrall to the Greek classics. Recent work, however, has emphasized Cicero's sense of control over and entitlement to the cultural capital of this conquered province, (...) and his manipulation of it in ways that position Rome as a cultural and intellectual rival to Greece. (shrink)

Los debates actuales en torno a controversias éticas (sobre bioética o ligadasa la religión, por ejemplo) muestran que el acuerdo moral en torno avalores comunes es difícil de conseguir. Nuestras sociedades se caracterizanpor un pluralismo radical. Este articulo intenta comprobar la tesis rawlsianasegún la cual la solución a los conflictos en las sociedades pluralistasreside en la primacía sistematica de los valores de la “cultura política pública” sobre los valores privados.

À l'aide de données anthropologiques contemporaines, cet article entend explorer les raisons d'une expansion surprenante et toute récente d'un tourisme mémoriel en Irlande. En effet, de nombreux descendants de migrants irlandais «reviennent» aujourd'hui découvrir la terre de leurs ancêtres. S'intéressant à des formes particulières de « retour au pays » que sont les rassemblements claniques, l'auteur souligne que ces manifestations collectives et ritualisées revêtent une double dimension. Outre leur enjeu identitaire, elles constituent aussi un moyen pour les gouvernements irlandais et (...) nord-irlandais de développer l'activité touristique sur l'Île tout entière et d'en diversifier les ressources économiques. (shrink)

Ce compte rendu a déjà paru dans Territoire en mouvement – Revue de géographie et aménagement [En ligne], 34 | 2017. Luc Gwiazdzinski, La ville 24 heures sur 24, Paris, Rhuthmos, 2016, 254 p. Cet ouvrage présente les nouvelles relations de la ville au temps, ou comment la ville évolue en fonction de notre nouvelle occupation du temps. C'est une approche complexe qui est présentée ici, au travers des visions et analyses de spécialistes de différents domaines, mais qui tous ont (...) un lien - Recensions. (shrink)

In this paper, I suggest that individuals who suffer trauma are often forced to reproduce that for material gain. After noting the key features of what I define as ‘performing trauma narratives’, I argue that the environments in which these narratives are told place undue epistemic burdens on the victims and fail to account for the differential understanding of listeners and the difficulties in conveying the descriptive and normative features with accuracy and integrity. I argue that this results in two (...) specific forms of epistemic injustice: structurally precarious testimonial injustice’ and binary hermeneutical injustice’. I go on to suggest that these epistemic burdens prevent the healing from the traumatic experience in virtue of causing victims to normatively dissociate from their traumatic experience causing victim’s to not appropriately integrate their memories into their conception of self. (shrink)

Dans les formes contemporaines de gouvernance éthiquement significative, on insiste sur l’attention accordée, dans le dialogue et dans la délibération, aux personnes autres que les décideurs et les experts. Cela est illustré par l’expérience des « États généraux de la bioéthique » en France, en 2009. Dans ce processus, toutefois, les représentations sous-jacentes de l’éthique, de l’État et du règne du droit ont comme résultat un ensemble de contraintes significatives sur les possibilités d’incorporer dans les choix sociaux les opinions exprimées (...) par les citoyens des panels sélectionnés. De plus, le processus de dialogue réserve un rôle important à des « Grands témoins » choisis qui utilisent leur expertise pour délimiter les interprétations tolérables des principes de référence et les occasions de procéder à des compromis acceptables. Cela produit une configuration de la discussion dans laquelle l’expertise empirique spécialisée et l’expérience personnelle, non moins que les attitudes épistémologiques et les représentations du « naturel », jouent un rôle crucial. En conséquence, la distinction entre l’expertise spécialisée et la discussion éthique ouverte se trouve relativisée, bien que l’ensemble du processus s’appuie sur elle. (shrink)