The text translated here was originally published in the Revue de Métaphysique et de Morale in November 1899. It is one of the articles published by Alain, pseudonym used by Émile Chartier. The translation was performed by the Translation Group of the Department of Philosophy of the University of Brasilia, coordinated by Professor Philippe Lacour. The group proposes to regularly translate works of philosophy still unpublished in Portuguese and make them available in open access journals. The translation work is (...) produced collaboratively through the digital platform TraduXio (https://traduxio.org/). (shrink)

Le texte traduit ici a été publié dans la Revue de Métaphysique et de Morale en janvier 1901. Il s’agit d’une chronique d’Alain, pseudonyme utilisé par Émile Chartier, dans lequel il cherche à affirmer que la Raison serait l’instrument le plus efficace d’un ordre social donné. La Raison serait donc le vrai Dieu et il serait juste de dire qu’on lui doit un Culte. La traduction a été réalisée par le Groupe de Traduction du Département de Philosophie de l’Université (...) de Brasilia, coordonné par le Professeur Philippe Lacour. Le groupe se propose de traduire régulièrement des ouvrages de philosophie encore inédits en langue portugaise et de les rendre disponibles dans des périodiques en accès libre. Le travail de traduction est produit de manière collaborative via la plate-forme numérique Traduxio (https://traduxio.org/). (shrink)

O texto aqui traduzido foi publicado originalmente na Revue de Métaphysique et de Morale, em janeiro de 1901. Trata-se de um dos artigos publicados por Alain, pseudônimo utilizado por Émile Chartier. A tradução foi realizada pelo Grupo de Tradução do Departamento de Filosofia da Universidade de Brasília, coordenado pelo Professor Philippe Lacour. O grupo se propõe a traduzir regularmente obras de filosofia ainda inéditas em língua portuguesa e disponibilizá-las em periódicos de acesso livre. O trabalho de tradução é produzido (...) de maneira colaborativa através da plataforma digital TraduXio (https://traduxio.org/). (shrink)

Marcando o pensamento europeu do séc. XIX e atual, Émile Durkheim (1858-1917), um dos fundadores da Sociologia, fundador e diretor da Revista L'Année Sociologique, está na base da História Social praticada na França - como, por exemplo, em Roger Chartier e em Pierre Bourdieu. É o teórico mais acabado do positivismo e do capitalismo em sua fase imperial, escrevendo uma obra vastíssima, que vai da História e da Filosofia à Educação e à Sociologia, merecendo destaque: A Divisão do Trabalho (...) Social ( 1893), As Regras do Método Sociológico ( 1895 ), O Suicídio ( 1897), As Formas Elementares da Vida Religiosa, bem como outros textos de Educação, de Filosofia e de História. Embora bem conhecidas do público suas reflexões sobre método sociológico, divisão do trabalho, anomia, suicídio e religião, o mesmo não se pode dizer com relação ao que ele pensa enquanto "pedagogo e teórico da educação e da moral", justamente este que foi o fundador da primeira cátedra de "Educação e Sociologia", na Sorbonne ("Nota da Edição Portuguesa") e que construiu uma teoria da educação que respondia à forma prescrita pela sociedade de então. [...]. (shrink)

Cette premiere synthese integrale de la pensee politique d'Emile Chartier (1868-1951, plus connu sous le pseudonyme d'Alain) se propose, a nouveaux frais et de maniere soigneusement contextualisee, de redonner a Alain la place majeure et singuliere qui lui revient dans l'histoire recente des idees : celle d'un penseur citoyen, d'un liberal de gauche compagnon de route du radicalisme, dont l'anti-etatisme, l'individualisme democratique et le rationalisme laique entrent en resonance profonde avec les preoccupations contemporaines. Jerome Perrier entend ainsi rendre justice (...) a cet insatiable chroniqueur, dont l'oeuvre a pati d'avoir ete disseminee en plusieurs milliers de Propos dans la presse de son epoque. Contre le cliche de philosophe pour classes terminales qu'on a parfois cru devoir lui accoler en raison de son style sans jargon, il campe un Alain a la fois clair et profond, soucieux d'etre comprehensible par tous, qui s'inscrit aussi dans la tradition des moralistes francais allant de Montaigne a Camus. (shrink)

Plus d'un demi-siècle après la mort du philosophe Emile Chartier dit Alain, paraît son Journal inédit. Ce gros volume rédigé entre 1937 et 1950 doit être lu d'un point de vue à la fois philosophique et historique. Jusqu'alors, l'auteur des Propos de politique se présentait comme un radical-socialiste ou comme un penseur de l'antimilitarisme. Régulièrement au programme du bac, professeur au Lycée Henri-IV, il a gagné sa place parmi les plus grands philosophes du siècle dernier. Que contient alors ce (...) journal longtemps caché à la vue du public? Des propos antisémites et même... des lectures enthousiastes de Mein Kampf et des éloges du Führer! Il fallait Michel Onfray pour s'aventurer crayon en main dans ce journal qui, si l'on évite tout raccourci ou anachronisme, décrit une époque où la confusion de la guerre et de la politique l'a emporté sur la pensée libre. (shrink)

Omhandler en række franske filosoffer : Jean Nabert, Gabriel Madinier, Amédée Ponceau, Paul Ricæur, Louis Lavelle, Alain (Émile Chartier), Ferdinand Alquié, Pierre Lachièze-Rey, Eric Weil, Henry Duméry, Nicolas Berdiaeff, Emmanuel Mounier, Maurice Nédoncelle, Emmanuel Levinas, Gabriel Marcel, Maurice Merleau-Ponty, Jean-Paul Sartre, Michel Henry, Jean Wahl, Alphonse de Waelhens, André Lalande, Gaston Bachelard, François Dagognet, Michel Faoucault, Claude Lévi-Strauss, Maurice Pradines, Georges Gurvitch.

This paper consists in three case studies of modern French philosophers who drew their inspiration from Plato : Emile Chartier, known under his nom de plume Alain, famous as a teacher in the twenties of the last century, and two of his pupils, Simone Petrement and Simone Weil. Great admirer of Plato, Alain taught the survival of his main thoughts through all the philosophical tradition and their agreement with the rationalistic mood of 19th‑20th century philosophy. This implied that these (...) thoughts were stripped of the allegorical or mythological way in which Plato often expresses them. In particular, Plato’s allegory of the cave, one of his core images, turned out in Alain’s interpretation to be a metaphoric description of the difficult ascent of the mind up to scientific or at least rational knowledge. Consequently in this interpretation it was no longer question of any transcendency of the idea of the Good.Petrement and Weil remained faithful to their teacher and therefore to Platonic inspiration. Nevertheless, both of them, although in different ways, have reacted against this exhaustion of transcendence and come into conflict with modern interpretation of Plato. Petrement, even before specialising in the history of Gnosticism, worked out a dualistic system in which truth is absolutely transcendent because, as universal, it is unattainable for any particular mind inasmuch it is a subject’s mind. Truth, therefore, is unattainable throughout this life. On Weil’s part, the interest in Plato took place after a period of left wing militancy, following her discovery of Christianity and some personal experiences of mysticism. Platonism was for her a means of combining her new faith with a properly philosophical, i.e. rationalistic, way of thinking. Of course in this view transcendency was crucial to the idea of Good as much as to that of God. Whether this transcendency is more a matter of faith than of reason is at least uncertain. (shrink)

In the introduction to the Normal and the Pathological, Canguilhem’s doctoral dissertation in medicine, defended in 1943, he claimed, “philosophy is a reflection for which all unknown material [matière étrangère] is good.” In this case the “unknown material” was precisely medicine; “a technique or art at the crossroads of several sciences” which was supposed to provide “an introduction to concrete human problems.” Canguilhem had started studying medicine six years before, while he was a high-school professor in Toulouse. At the time (...) he was distancing himself from the philosophical framework that had marked his studies and writings during the previous decade. This framework implied an anti-vitalist, Kantian and Cartesian approach to man, strongly influenced by his mentor Emile Chartier, also known as Alain. In this chapter, I try to provide concrete explanations concerning his decision to study medicine. I will not rely on those proposed by the existent scholarship, which frequently relate his decision to his interest in technology and technique. On the contrary, by examining unpublished material, such as a series of lectures given between 1933 and 1935, I claim that the motivation of his turn has to be related to the readings of works in psychology and ethology undertaken during this period. (shrink)

Dans cet article, je défends l’hypothèse que l’analyse éthico-politique de l’histoire des sciences par Georges Canguilhem est le résultat d’une synthèse originale de différentes interprétations de l’œuvre d’Auguste Comte soutenues par les philosophes français venus du milieu académique. Ces interprétations n’étaient elles-mêmes pas sans lien avec la reconfiguration progressive des institutions d’enseignement et de recherche sous la Troisième République (1870-1940). Je montre que cette synthèse est à l’œuvre dans la première lecture de Comte par Canguilhem, à savoir dans sa dissertation (...) inédite La théorie de l’ordre et du progrès chez Auguste Comte (1926). J’examine d’abord la pénétration du positivisme dans le champ philosophique français sous la Monarchie de Juillet, le Second Empire et la Troisième République ; j’aborde ensuite l’interprétation de Comte proposée par Émile Chartier (1868-1951), dit Alain, mentor philosophique de Canguilhem au lycée Henri-IV ; enfin, je me concentre sur la première lecture de Comte par Canguilhem. (shrink)

Alain (Emile Auguste Chartier) is a French philosopher and essayist, a representative of the existential personalist tendency in the philosophy of the twentieth century. Investigated the foundations of thinking from the standpoint of the reflective tradition. Developed a theory of judgment, considering the ability to judge as a special function of consciousness, allowing you to streamline knowledge about reality and make sense of the world. According to Alain, the main task of philosophy is not so much to know reality, (...) but to teach a person the wisdom of life, to make him virtuous and happy. The leading themes of Alena's ethical concept are the substantiation of morality and freedom as the most important characteristics of a person's being. The philosopher defended the principle of autonomy of will and independence of decisions in the sphere of morality from empirical inclinations and utilitarian interests. Alain refuted the idea of the universality of moral norms, asserting the unique and creative nature of ethical values. He created an original teaching on soul therapy as a technique of inner self-control and the art of being happy. (shrink)

Émile-Auguste Chartier, dit Alain, a marqué de son intelligence, sa force et sa créativité la première moitié du XXe siècle. Mais qui était ce normalien, professeur de philosophie en khâgne au Lycée Henri-IV, lui-même philosophe, inventeur du ± Propos?, un genre littéraire jusque là inédit?00Que connaît-on de l'Alain engagé, militant républicain et radical, fervent défenseur de la laïcité, appelant à la paix au moment où l'Europe sombre dans le premier conflit mondial? Du pamphlétaire Alain? Et comment juger les polémiques (...) récentes à son sujet?00Alain, qui fut le maître de personnalités aussi diverses que Simone Weil, Raymond Aron, Georges Canguilhem, André Maurois et Julien Gracq, aura également été cet original, rebelle sauvage bousculant l'ordre établi et la pensée conforme. Tantôt admiré, tantôt critiqué, il fut un éveilleur d'esprits et un influenceur.00Thomas Chaline explore tout ce qui a forgé la pensée du philosophe et son tempérament dans son siècle, de sa vie personnelle à ses engagements et prises de position publiques ou privées. Enfin, cet ouvrage se plonge dans l'héritage intellectuel qu'a laissé Alain.00La biographie définitive du philosophe pour les 70 ans de sa disparition. (shrink)

This article is essentially a commentary on a little-known text by `Alain' (whose real name was Emile-Auguste Chartier), successively entitled Les marchands de sommeil and Vigiles de l'esprit. This piece of work, initially a prize-giving speech to students in a Parisian lycée, was rewritten by Alain many years later during the Second World War. It describes with acute intelligence and in a splendid metaphoric language the enduring and compelling proposition that the formation of critical judgement should be the ultimate (...) purpose of all teaching. (shrink)

Résumé – Les diverses définitions communément admises pour caractériser le raisonnement par analogic sont tout d'abord discutées et critiquées – ceci relativement aux sciences biologiques. Puis, à propos notamment de la taxomonie, de la cytologie et de la physiologie, l'importance relative de l'analogie est commentée à l'aide de quelques exemples. Il est ensuite fait état de l'analogie‐conclusion, de l'analogie‐hypothèse et de l'analogie‐invention – divers aspects du raisonnement analogique, qui ont joué un rôle essentiel dans les découvertes les plus marquantes de (...) la biologie descriptive et dans la biologie expérimentale de ces dernières années. (shrink)

In this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the (...) contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for ‘blueprint utopias’ in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is ref... (shrink)

The concept of “life” certainly is of some use to distinguish birds and beavers from water and stones. This pragmatic usefulness has led to its construal as a categorical predicate that can sift out living entities from non-living ones depending on their possessing specific properties—reproduction, metabolism, evolvability etc. In this paper, we argue against this binary construal of life. Using text-mining methods across over 30,000 scientific articles, we defend instead a degrees-of-life view and show how these methods can contribute to (...) experimental philosophy of science and concept explication. We apply topic-modeling algorithms to identify which specific properties are attributed to a target set of entities (bacteria, archaea, viruses, prions, plasmids, phages and the molecule of adenine). Eight major clusters of properties were identified together with their relative relevance for each target entity (two that relate to metabolism and catalysis, one to genetics, one to evolvability, one to structure, and—rather unexpectedly—three that concern interactions with the environment broadly construed). While aligning with intuitions—for instance about viruses being less alive than bacteria—these quantitative results also reveal differential degrees of performance that have so far remained elusive or overlooked. Taken together, these analyses provide a conceptual “lifeness space” that makes it possible to move away from a categorical construal of life by empirically assessing the relative lifeness of more-or-less alive entities. (shrink)

In this influential work, first published in English in 1963, Durkheim and Mauss claim that the individual mind is capable of classification and they seek the origin of the ‘classificatory function’ in society. On the basis of an intensive examination of forms and principles of symbolic classification reported from the Australian aborigines, the Zuñi and traditional China, they try to establish a formal correspondence between social and symbolic classification. From this they argue that the mode of classification is determined by (...) the form of society and that the notions of space, time, hierarchy, number, class and other such cognitive categories are products of society. Dr Needham’s introduction assesses the validity of Durkhiem and Mauss’s argument, traces its continued influence in various disciplines, and indicates its analytical value for future researches in social anthropology. (shrink)

The author confronts the place of today's world in the context of human history. He focuses on such major issues of the twentieth century as human progress, fanaticism, & science.

This paper briefly summarizes Durkheim’s theory of the dual nature of man suggested earlier in his Elementary Forms of Religious Life. It is characteristic of human beings that two opposite principles confront each other within them: soul and body, concept and sensation, moral activity and sensory appetites. Although this inherent inconsistency of man has been long recognized by philosophical thought, no doctrine explanation to it has been provided to date. While empiricist monism has proved to be unable to explain how (...) concepts emerge from sensations and disinterestedness develops from self-interest, absolute idealism, on the contrary, cannot deduce sensations from concepts. Although theories suggested by Plato and Kant do not bypass the problem of dualism, they only rephrase it and make no progress in solving it. According to Durkheim, dualism of human nature stems from the fact that all religions are founded on dividing all things into the sacred and the profane. This division, in turn, is explained by coexistence of collective and individual origins in the human being. Sacred things arise out of the collective origin that enables individual consciousnesses to fuse into communion. Collective origin does not act with constant strength, but intensifies during the periods of effervescence, when it subdues the individual origin. Since the importance of the social aspect of man increases over time, there is no reason to believe that complete consent between individual and society is possible that would endow man with internal harmony. (shrink)

Emile Meyerson's writings on the philosophy of science are a rich source of ideas and information concerning many philosophical and historical aspects of the development of modem science. Meyerson's works are not widely read or cited today by philosophers or even philosophers of science, in part because they have long been out of print and are often not available even in research libraries. There are additional chevaux de!rise for all but the hardiest scholars: Meyerson's books are written in French (and (...) do not all exist in English versions) and deal with the subject matter of science - ideas or concepts, laws or principles, theories - and epis temological questions rather than today's more fashionable topics of the social matrix and external influences on science with the concomitant neglect of the intellectual content of science. Born in Lublin, Poland, in 1859, Meyerson received most of his education in Germany, where he studied from the age of 12 to 23, preparing himself for a career in chemistry.! He moved to Paris in 1882, where he began a career as an industrial chemist. Changing his profession, he then worked for a time as the foreign news editor of the HAVAS News Agency in Paris. In 1898 he joined the agency established by Edmond Rothschild that had as its purpose the settling of Jews in Palestine and became the Director of the Jewish Colonization Association for Europe and Asia Minor. These activities represent Meyerson's formal career. (shrink)

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay (...) are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. (shrink)

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...) not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. (shrink)