What drives individuals to generate utopian fictions, and how does this process take place? From a sociological perspective, we can phrase this question as follows: Why and how, in a given society, at a given point of its history, do some individuals design some idealized forms of social organization? Surprisingly, the process through which utopias are produced has not been widely addressed in utopian studies.Indeed, four types of research question dominate this scholarship :First, following Engels’s critique of utopianism and Mannheim’s (...) countercritique, some reflections explore how utopian logics... (shrink)

Determinar el estatuto del embrión humano no es una tarea fácil y menos cuando existen realidades y propuestas diversas en torno al mismo. Si bien tratar de describir qué es una persona, resulta ya complejo por las dimensiones sociales, biológicas, psicológicas y espirituales que se involucran; cuando a ello le agregamos el valor antropológico,legal, ontológico y biológico del desarrollo de la persona, se complica todavía más. No obstante, cuando entendemos que no es adecuado generar conflicto entre disciplinas, sino, por el (...) contrario, que nuestra labor es la de dialogar y comprender que todos estamos trabajando con una misma realidad, podemos entonces vincular al ser humano en todas sus dimensiones, ver su integralidad y rescatar el valor originario del ser humano desde su concepción hasta su muerte. En especial, en el presente ensayo nos enfocaremos a dicho análisis para establecer una propuesta de cómo entender el estatuto del embrión humano desde los ámbitos biológico, legal, antropológico y ontológico. (shrink)

Que la situation de certaines femmes se soit améliorée, cela ne signifie pas que la condition des femmes en général a changé en profondeur, et que le féminisme peut prendre congé. Au contraire, à la fois comme pensée, comme discours, comme pratique et comme éthique, le féminisme reste indispensable à l'avènement d'un monde meilleur.Although some women fare better in our society, this does not mean that the situation of women in general is no longer problematic, and that feminism is no (...) longer needed. On the contrary, as a way of thinking, as a discourse, as a praxis and as an ethics, feminism remains essential to the coming of a better society. (shrink)

A Call to the Village is a roadmap for developing collaborative strategies that integrate the knowledge, ideas, expertise, resources, networks, and systems of the nonprofit, private, public, and religious sectors in the transformation of elementary and secondary schools. By taking what works from the organizational and strategic coherence of the private sector, the spiritual and moral stewardship of the religious sector, the local and social service focuses of the nonprofit sector, and the public sector's mandate to provide equitable public goods, (...) Wana L. Duhart offers a comprehensive and practical guide for retooling America's public schools. (shrink)

El texto propone una perspectiva de articulación de la filosofía, la educación y la infancia en una suerte de trama de potencias que pueden concurrir fructíferamente en una propuesta que legitime y visibilice a niñas y niños como sujetos pensantes y productores de cultura. Se hace referencia al programa de Filosofía para Niños del filósofo Matthew Lipman y al valor de su proyecto educativo, como también al aporte de otros filósofos, especialmente el de Walter Kohan, que nos permiten pensar la (...) relación entre filosofía, educación e infancia con mayor complejidad. Finalmente, se reflexiona sobre la significación de las preposiciones en las expresiones de filosofía con o para niños y niñas. (shrink)

Resumen:El texto tiene como inspiración el tratamiento que hiciera Humberto Giannini (1997) de los llamados “pecados capitales” en su negatividad, en tanto “espíritus del mal”, a partir de los sentidos de la tradición cristiana. Daremos cuenta de la interpretación que hace de esos “espíritus del mal”, centrándonos en los “pecados” de la lujuria y la gula, poniendo esta interpretación en relación con otros meandros de interés propio que hacen sentido para una reflexión sobre el placer, de la que siempre estaremos (...) en deuda por ser este esquivo a su comprensión recortada, dadas sus posibilidades relacionales ilimitadas que sobrepasan la experiencia o la imaginación particulares y restringidas que cada cual tiene.Palabras clave: apetito; vicios; mal; bien; transgresión; placer; gula; lujuria. (shrink)

El trabajo se propone abordar, de manera general, algunas de las metáforas relativas a la infancia que han sido parte de los modos en que la sociedad moderna se ha representado a las niñas y los niños (tablas rasas, ceras blandas, esponjas). Estas representaciones presentes en el imaginario cultural dominante determinaron, de manera significativa, no sólo los modos de relación concreta entre adultos y niños, sino también expectativas, condiciones y normativas del sistema educativo. Asimismo, se alude en el artículo a (...) la concepción de infancia que está a la base del Programa de Filosofía para Niños y a una de sus categorías fundamentales, la comunidad de indagación, que producen una suerte de inversión en las valoraciones habituales respecto de los modos de entender la construcción del conocimiento y el régimen de influencias e interacciones entre adultos y niños. (shrink)

Texto presentado en el Congreso Internacional “Recepciones de Ortega y Gasset en Chile” celebrado en el Centro Cultural de España en Santiago durante los días 30 y 31 de mayo de 2018, en Santiago de Chile. Forma parte de la compilación recogida en número especial de la Revista de Filosofía Otrosiglo, en junio del 2023.

Resumen: Este texto es un estudio sobre el consumo de invertebrados marinos y de agua dulce en el sudoeste de Francia desde los principios del siglo XVI hasta el día de hoy. Toma en cuenta alrededor de 100 especies: bivalvos, incluso mejillones de agua dulce; gasterópodas; cefalópodas; crustáceas, incluso cangrejos de río; erizos y anémonas de mar. El artículo propone una historia tan detallada como sea posible de cada especie o grupo de especies cercanas; evoca las evoluciones de sus representaciones (...) sociales, de sus valorizaciones comerciales, de sus preparaciones culinarias, etc. Con su importante litoral sobre el Golfo de Vizcaya y sus ciudades ubicadas tierra adentro, el sudoeste de Francia constituye un área de estudio interesante para pensar la complejidad de los hábitos de consumo de mariscos durante el periodo anterior al desarrollo de los transportes rápidos y a la invención del frio artificial.: This text is a study on the consumption of marine and freshwater invertebrates in Southwest France from the early 16thcentury to the present day. Around 100 species are taken into account: bivalves including river mussels; gastropods; cephalopods; crustaceans including crayfishes; urchins and sea anemones. The article proposes a history as detailed as possible of each species or group of closely related species, including the evolution of their social representations, commercial valuations, culinary preparations, etc. With its important coastline on the Gulf of Gascony and its inland cities, Southwest France forms an interesting study area to think about the complexity of seafood consumption patterns in the era before the development of rapid transports and the invention of artificial refrigeration. (shrink)

El artículo postula la inmensidad de este desafío, por haber la historia conocido lealtades a, tribus, culturas, clases y naciones; pero –señala- hoy podría comenzar la historia de la humanidad como un solo pueblo. Para ello sugiere la importancia de generar un lenguaje apropiado, que entre otras cosas debiera permitirnos comprender la unidad en la diversidad. Agrega que requerimos una tercera expansión de la conciencia que nos puede llevar hacia la planetización de la conciencia humana. Nos lleva después el texto (...) a las preguntas sorbe la verdad y el significado de la indagación humana, realizando un contrapunto entre ciencia y religión. Concluye postulando la necesidad de una revolución cultural. (shrink)

This article is the introduction to the special issue ‘Sociology and psychology: what intersections?’ In addition to presenting the articles included in this issue, the present text outlines the general stakes of interdisciplinarity between psychology and sociology. It argues that interdisciplinarity requires a specific conversion work between disciplines and that, in the particular case of sociology and psychology, importations and exportations of concepts and ideas have existed since the beginning of these disciplines.

This paper is a reflexion in the present debat over civilitation, it's past and it's future inminent from incidencial that cientific-tecnic revolution to have carried out in it's evolution and the modification in traditional concepts space and time.

Se presentan resultados parciales del "Proyecto Investigativo Institucional para el desarrollo sociohumanista de los profesionales de salud" que se despliega en la Universidad de Ciencias Médicas de Guantánamo desde el año 2016. Los procedimientos seguidos se corresponden con los de una investigación cualitativa en tanto permitieron caracterizar el estado de la educación sociohumanista en profesionales de la salud que se forman en la institución y el nivel de desarrollo de competencia sociohumanista en ese proceso. Mediante la investigación bibliográfica se precisan (...) sus definiciones, referentes teóricos y las tendencias que sigue la educación médica contemporánea mientras que la aplicación de otros métodos de investigación posibilitó establecer los elementos característicos, así como las dimensiones de su desarrollo en los profesionales de la salud. A partir de estas informaciones primarias, se cumplió el objetivo de diseñar la estrategia didáctica que favorezca, mediante un sistema de acciones, la aplicación del enfoque educativo sociohumanista en el contexto de la superación profesional orientada al logro de competencia sociohumanista en el modo de actuación de los profesionales de la salud que beneficie la calidad de su servicio. Partial results of the are presented "I Project Investigative Institutional for the sociohumanist development of the professionals of health" that spreads in the University of Medical Sciences of Guantánamo from the year 2016. The followed procedures belong together with those of a qualitative investigation as long as they allowed to characterize the state of the sociohumanist education in professionals of the health that are formed in the institution and the level of development of sociohumanist competence in that process. By means of the bibliographical investigation they are necessary their definitions, relating theoretical and the tendencies that it follows the contemporary medical education while the application of other investigation methods facilitated to establish the characteristic elements, as well as the dimensions of its development in the professionals of the health. Starting from these primary informations, the objective was completed of designing the didactic strategy that it favored, by means of a system of actions, the application of the focus sociohumanist educational in the context of the professional superation guided to the achievement of sociohumanist competence in the way of the professionals' of the health performance that benefits the quality of its service. (shrink)

Transition education is a major challenge to be taken up. It is not simply a question of teaching a person a specific area of ​​knowledge – in this case ecological and societal questions – but rather recognizing that individuals are built by their reflections, with their feelings and according to their experiences. None of these dimensions should be left aside if we want to promote the full development of each individual. In this sense it seems important to us to explain (...) the values ​​that underlie our educational offer and the goals pursued by transition education, as well as its founding roots. This chapter thus starts by presenting the pillars for head-heart-body learning, namely a pedagogy that is relational and transformational, integrative and holistic, inter- and transdisciplinary, rooted and open. Secondly, we structure the pedagogy of the transition around six major areas of questioning, corresponding to the six gates of the FORTES approach. Eventually, drawing on the competency-based approach we present the six main transversal skills to be acquired. (shrink)

Implementing a head-heart-body pedagogy in higher education institutions needs the mobilization of all the actors currently involved in education, to identify those who are absent today and surpass the logic that feeds on silo effects in order to support actors towards sustainable educational actions. By transforming campuses and courses, the university can thus become a learning organization where everything is about learning not only for students, but also for all actors in the university community. This chapter mentions first students, who (...) are the direct beneficiaries of education as well as the future actors of the transition. Secondly, it calls upon teacher-researchers to incarnate the multifaceted role of mentors, which far beyond the transmission of knowledge involves accompanying the students in a holistic transformation. Third, it turns towards pedagogical support services, whose diverse disciplines and skills are essential to develop the pedagogical methods required for transition education. Finally, the chapter underlies the role of public authorities to systematize good practices, to allow bottom-up incentives to grow, to put in place the necessary conditions and resources as well as to engage the whole of society. (shrink)

To meet the ecological challenge, higher education must face many challenges: the educational offer, which is currently limited in many aspects, must evolve by renewing its methods while adapting its content. An “ecological awakening” is necessary to stimulate student awareness and action. This awakening is already present in some establishments which have transformed their educational model as well as their training in order to integrate and incarnate a more holistic vision of the world. These examples are all sources of inspiration (...) that can serve as a basis for reflection to modify university courses in depth. This chapter outlines first the shortcomings of the current educational model – in terms of content and methods – drawing on the authors’ insights, mostly from France. Then, the chapter turns towards recent evolutions, be it structural or transient, as well as incentives at various levels that could contribute to a transition of higher education. (shrink)

Teachers may be skeptical about the possibility of implementing transition pedagogy, as outlined in the first part of this book, given the current context of higher education. Here we synthetize therefore the pedagogical tools that we have identified in the courses offered by establishments that have practiced a transition pedagogy for a long time, as well as those being used at the Campus de la Transition since 2018. We also draw on interviews with experts and practitioners, psychologists, teachers and explorers (...) of new practices. (Interviews with Chrysoline Brabant – clinical psychologist and certified coach, Mark Swilling – founder of the Sustainability Institute, Jacques Tardif – professor at the University of Sherbrooke and specialist in university pedagogy, Laurent Van Ditzhuyzen – co-founder of the Université du Nous, Thibault Griessinger – PhD in cognitive sciences and founder of Acte Lab, Hubert Trapet and Valérie Fayard – Emmaüs France CEO and vice-chair). The chapter starts with the lightest tools, which can be set up quite easily in a classroom, moving towards the most ambitious, and resulting in a coherent picture of the higher establishment in service of the Great Transition teachings. (shrink)

This introduction draws on Charles Dickens’ analysis of schooling in England during the industrial revolution to highlight the connection bethween the Anthropocene epoch we currently live in and education. While we outline points for critique, we are far from making a simple judgment. In reaction, we present the Great Transition Handbook with its systemic approach based on six gates, and we call on pedagogy to be more holistic in order to integrate all dimensions of humanity. We also clarify our understanding (...) of the Great Transition, as a process interweaving both social and ecological concerns. (shrink)

In this chapter we identify seven transversal principles which guide our pedagogical approach, and which are today widely shared by teachers. These principles also seem to us to be consistent with research in neuroscience, in particular that of Stanislas “Dehaene, Stanislas. Apprendre! les talents du cerveau, le défi des machines. Odile Jacob, Paris, (2018)” and his four pillars of learning – attention, active engagement, error and surprise signals and the consolidation of acquired knowledge – or those of Antonio “Damasio, Antonio (...) R. L’erreur de Descartes: la raison des émotions. Odile Jacob, Paris, (1995)” on the fundamental role of emotions in supporting learning. The principles advocated are: solicitation of curiosity and commitment; learning through sensitive experiences; connection of knowledge, emotions and values; reappropriation of assessment methods; multifaceted posture of the teacher; politicization of education; self-awareness and striving for common good.The principles highlighted in this section represent the major levers to be operated in order to provide students with truly transformative learning. Tools and examples of real-life implementation of these principles will be detailed in the second part of this book. (shrink)

Some universities have set up courses relating to the systemic integration of ecological and social issues into their curricula. We are presenting two types of initiatives here: first, those that come directly from universities or higher education institutions, such as the University of Lausanne; secondly, those which emanate from small organizations created to constitute a higher education transition laboratory, linked to a university institution, as is the case of Schumacher College (United Kingdom) linked to the University of Plymouth or the (...) Sustainability Institute (South Africa) attached to Stellenbosch University. (shrink)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such (...) alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. (shrink)

_The VaKE Handbook: Theory and Practice of Values and Knowledge Education_ presents a theoretical model and many examples in various fields of education and training for the realization of the principle "Values without knowledge are blind, while knowledge without values is irresponsible".

Portrayals of female scientists in science fiction tend to be rare and often distorted. Our research investigates the social media discourse related to public perceptions of the portrayals of scientists in science fiction. We explore the following questions: How does audience discourse about a female scientist protagonist in a science fiction film compare with that about a male scientist in a comparable movie? And, what fraction of discourse in each case is dedicated to (a) comments on physical appearance and (b) (...) incredulity that the character is a scientist? Using automated nonparametric sentiment analysis software that employs an intelligent algorithm informed by human coding, we analyze Twitter discourse around the release of two summer 2011 science fiction blockbusters with scientists in lead roles: Thor and Rise of the Planet of the Apes. Although scholars have pointed to sexualized portrayals of women scientists in popular media, we found relatively few mentions of the attractiveness of an admittedly attractive female scientist. Additionally, audience discourse was not centered on the implausibility of the female scientist. This is particularly meaningful when combined with previous research showing that strong women in lead roles do not decrease profitability of science fiction films. (shrink)

Explaining Mental Illness est un manuel de sociologie sur la santé mentale dont l’ambition est explicitée dès l’introduction: il s’agit d’articuler les recherches sur la santé mentale avec la sociologie générale. Le livre est coécrit par Baptiste Brossard et Amy Chandler, tous les deux spécialistes de l’automutilation et du suicide, ainsi que chercheurs à l’université de York (Royaume-Uni). L’originalité de l’ouvrage se reflète dans son titre, il s’agit d’expliquer (explaining) la santé menta...

In this article, I argue that queer women – especially cis and trans lesbians – have more in common than contemporary fissures either allow for or acknowledge. Lesbians who recognised their queer sexuality in the 1970s have in common with trans women the shared condition of being, in the words of the 1970s radical feminist Marilyn Frye, ‘spat summarily out of reality’. We also share the experience of refusing to accept this condition. I make this argument by manoeuvring away from (...) questions of gender identity and focusing instead on gender’s ontoformativity: the astonishing, welcome and transformative fact that new social realities are brought into being by new social practices. I turn to experimental writing to explore this matter. Through this medium, the cis lesbian poet Nicole Brossard and the trans lesbian poet Trace Peterson wrote themselves into worlds, languages and social orders that refused to acknowledge their existence. Brossard was writing in 1970s Montreal, Peterson in early twenty-first-century New York, but what they have in common, indeed what radical lesbian theory from the 1970s shares with contemporary theorising by trans women, is the insight that identifying with men is expected. It is in identifying with women that we are most at risk. (shrink)

Entre la creación poética y la reflexión especulativa, Dedizioni traza un itinerario de lugares, memorias y textos buscando las motivaciones que animan la experiencia de escribir, la relación que los poetas tienen con el lenguaje y el contenido más esquivo de ese gesto primordial que es el nombrar. El autor convoca a algunos de sus amigos insustituibles, entre ellos la escritora francesa Hélène Cixous, la poeta quebequense Nicole Brossard, los poetas italianos Giovanni Raboni y Francesco Scarabicchi, los escritores italianos (...) Dolores Prato y Alberto Savinio. (shrink)

Kaum ein Buch hat so viele und so kontroverse Reaktionen verursacht wie Simone de Beauvoirs "Das Andere Geschlecht". Der Sammelband gibt einen Einblick in die aktuelle internationale Beauvoir-Debatte und die Art und Weise wie das fünfzigjährige Jubiläum des "Anderen Geschlechts" gefeiert wurde. Die Autorinnen versuchen die verschiedenen Grundthemen von Beauvoirs Werk, wie Geschlecht und Körper (D. Lamoureux, M. Couillard, M. L. Femenías), Gleichheit und Differenz (S. Kruks, Y. Raynova, S. Bainbrigge), Ausschluss und Anerkennung (D. Bergoffen, S. Moser), Verantwortung und Engagement (...) (F. Rétif, N. Bauer, K. Arp, Dauphin, C. Gater), aus der Perspektive der Gegenwart neu zu beleuchten. Darüber hinaus enthält der Band biographische (K. Vintges, B. Weisshaupt) und bibliographische Beiträge, die ihn zu einem Nachschlagewerk und zu einer Dokumentation der gegenwärtigen Beauvoirforschung werden lassen. Aus dem Inhalt: Françoise Rétif: Zur Aktualität von Simone de Beauvoir oder die Dialektik des Engagements - Nancy Bauer: First Philosophy, "The Second Sex", and the Third Wave - Debra Bergoffen: Simone de Beauvoir and Jean-Paul Sartre: Woman, Man and the Desire to be God - Elaine Stavro-Pearce: Transgressing Sartre: embodied situated subjects in "The Second Sex" - Susanne Moser: Subjekt und Anerkennung: Zum Problem des Ausschlusses von Frauen und Weiblichkeit im" Anderen Geschlecht" - Diane Lamoureux: Der Paradox des Körpers bei Simone de Beauvoir - Marie Couillard: Die Lesbierin bei Simone de Beauvoir und Nicole Brossard - María Luisa Femenías: Beauvoir revisited: Butler and the "gender" question - Sonia Kruks: Panopticism and Shame: Reading Foucault through Beauvoir - Yvanka B. Raynova: Für eine postmoderne Ethik der Gerechtigkeit: Simone de Beauvoir und Jean-François Lyotard - Kristana Arp: Moral obligation in Simone de Beauvoir's "The Ethics of Ambiguity" - Susan Bainbrigge: The Impact of Simone de Beauvoir's "universel singularisé" on the Politics of Representation and the Representation of Politics - Sandrine Dauphin: From Socialism to radical Feminism: Militant foundations in Simone de Beauvoir's Writings - Claudia Gather: Simone de Beauvoir, eine Klassikerin der feministischen Soziologie? - Karen Vintges: Beauvoir's autobiography: "autofiction" or selftechnique? - Brigitte Weisshaupt: Simone de Beauvoir und Jean-Paul Sartre. Eine Anmerkung - Susanne Moser/Yvanka B. Raynova: "50 Jahre 'Das andere Geschlecht'": Zur internationalen Konferenz in Paris (19.-23.01.1999). (shrink)