Economics has developed into one of the most specialised social sciences. Yet at the same time, it shares its subject matter with other social sciences and humanities and its method of analysis has developed in close correspondence with the natural and life sciences. This book offers an up to date assessment of economics in relation to other disciplines. -/- This edited collection explores fields as diverse as mathematics, physics, biology, medicine, sociology, architecture, and literature, drawing from selected contributions to the (...) 2005 Annual Conference of the European Society for the History of Economic Thought (ESHET). There is currently much discussion at the leading edges of modern economics about openness to other disciplines, such as psychology and sociology. But what we see here is that economics has drawn on (as well as contributed to) other disciplines throughout its history. In this sense, in spite of the increasing specialisation within all disciplines, economics has always been an open discipline and the chapters in this volume provide a vivid illustration for this. -/- Open Economics is a testament to the intellectual vibrancy of historical research in economics. It presents the reader with a historical introduction to the disciplinary context of economics that is the first of its kind, and will appeal to practising economists and students of the discipline alike, as well as to anybody interested in economics and its position in the scientific and social scientific landscape. -/- Table of Contents -/- Introduction: Economics in relation to other disciplines Richard Arena, Sheila Dow and Matthias Klaes Part I. Economics in relation to the humanities and social sciences 1. The social science of economics Brian J. Loasby 2. Economics and literature Bruna Ingrao 3. Happiness: what Kahneman could have learnt from Pietro Verri Pier Luigi Porta Part II. Economics in relation to the life and natural sciences 4. Newtonian physics, experimental moral philosophy and the shaping of political economy Sergio Cremaschi 5. Evolutionary biology and economic behaviour: re-visiting Veblen's instinct of workmanship Mark Harrison 6. Medicine and economics in pre-classical economics Alain Clément and Ludovic Desmedt Part III. Economics and mathematics 7. Mathematics as the role model for neoclassical economics Nicola Giocoli 8. The role of econometric method in economic analysis: A reassessment of the Keynes-Tinbergen debate, 1938-43 Giovanna Garrone and Roberto Marchionatti IV. Economics and architecture 9. Economics and architecture Maurice Lagueux 10. Economic policies and urban development in Latin America Michele Alacevich and Andrea Costa V. Economics and geography 11. ‘Space’ in economic thought Giovanna Vertova 12. Economics, geography and colonialism in the writings of William Petty Hugh Goodacre Part VI. Economics and sociology 13. Economics and sociology: Gustav Schmoller and Werner Sombart on social differentiation Joachim Zweynert 14. Is Homo Oeconomicus a 'bad guy'? Isabelle This Saint-Jean -/- . (shrink)

This volume is about searching for fundamental theory in physics which has become somewhat elusive in recent decades. Like a group of blind men investigating an elephant, one physicist postulates the trunk as a hose, another a leg as a tree, the body a wall or barrier, the tail a rope and the ears as a fan. The organizers of the Vigier series symposia strongly believe cross polination by exploring many avenues of seemingly disparate research is key to breakthrough discovery (...) and solicited papers on all areas of physics deemed pertinent in Astrophysics, Cosmology, nuclear physics, quantum theory, electromagnetism, thermodynamics, vacuum field theory and topology. (shrink)

(4) Jean apprécie ce livre-là. (‘Jean appreciates ce book-there’) (5) Jean apprécie ce livre-ci. (‘Jean appreciates ce book-here’) in a way that recalls in part non-standard English: (6) John is reading that there book. (7) John is reading this here book. with (6) akin to (4) and with (7) akin to (5). The difference in word order, whereby English has there/here prenominal in (6)/(7) and French has - là/-ci postnominal in (4)/(5), was analyzed by Bernstein (1997) (...) in terms of a movement operation that in French moves the noun to the left of -là/-ci, starting from an English-like order, in a way that recalls the difference between French and English adjective position, as in Cinque (2005; to appear). English allows that and this to occur without any visible noun present, as in. (shrink)

Jean Richard Deux articles de Tillich sont présentés ici, parus en 1946 et traitant tous deux du salut et de la santé. Le premier insiste sur deux aspects du salut. Tillich réinterprète de façon non supranaturaliste le caractère eschatologique du salut, et il soutient sa dimension cosmique : c’est le monde qui est sauvé, non pas seulement la personne individuelle. — Dans le second article, il distingue trois modes de santé et de guérison : la guérison physique, psychique (...) et spirituelle. En insistant sur la sphère intermédiaire du psychisme, il s’attaque à la dichotomie cartésienne de la pure extension et de la pure conscience. La réflexion théologique se trouve ouverte ainsi à tout le champ de l’inconscient. (shrink)

Le long règlement religieux trouvé à Marmarini, au nord-est de Larissa (Thessalie), a déjà donné lieu, depuis sa publication, à plusieurs articles qui tentent d’éclairer ce texte difficile. Dans la présente contribution, les auteurs proposent de nouvelles lectures et une nouvelle traduction, ce qui les conduit à suggérer de nouvelles interprétations sur certains aspects du rituel de ce sanctuaire consacré à une divinité orientale qui n’est jamais nommée.

Ethical problems with stakeholder relationships sometimes occur because organizational members are operating out of narrowly scripted organizational routines that do not include an explicit ethical component. In this article we describe methods of single-loop, double-loop, and triple-loop action learning that aim at helping organizational members develop understandings that incorporate conscious ethical considerations in stakeholder relationships. We describe the extent to which these methods achieve "second-order" change in the direction of ethical stakeholder relationships, give examples of the use of each of (...) the methods, and we consider their strengths and limitations for achieving the desired change. (shrink)

In this study we have examined the reception of Mendelism in France from 1900 to 1940, and the place of some of the extra-Mendelian traditions of research that contributed to the development of genetics in France after World War II.

Whoever compares the genomes of distantly related species might find aberrantly high sequence similarity at certain loci. Such anomaly can only be explained by genetic material being transferred through other means than reproduction, that is, a horizontal transfer. Between multicellular organisms, the transferred material will likely turn out to be a transposable element. Because TEs can move between loci and invade chromosomes by replicating themselves, HT of TEs profoundly impacts genome evolution. Yet, very few studies have quantified HTT at large (...) taxonomic scales. Indeed, this task currently faces difficulties that range from the variable quality of available genome sequences to limitations of analytical procedures, some of which have been overlooked. Here we review the many challenges that an extensive analysis of HTT must overcome, we expose biases and limits of current methods, suggest solutions or workarounds, and reflect upon approaches that could be developed to better quantify this phenomenon. With the large amount of genomic resources now available, horizontal transfer of transposable elements can be studied as an evolutionary process, rather than as isolated cases. We discuss some of the difficulties encountered in detecting and counting such transfers and propose guidelines and directions for future research in this area. (shrink)

The present study investigated children’s understanding development of multiple graphics, here paired conventions commonly used in primary school textbooks. Paired graphics depicting everyday objects familiar to the children were used as the basis for an analogy task that tested their comprehension of five graphics conventions. This task required participants to compare pictures in a base pair in order to complete a target pair by choosing the correct picture from five alternative possibilities. Four groups of children aged 5, 6, 8 and (...) 10 years old respectively (total N = 105), completed 45 analogy task items built around nine conceptual domains. Results showed mainly an overall increase of comprehension performance with age for all the tested conventions. There were also differences between the five conventions and an interaction between age and convention type. Further, children's explanation of the conventions (justification of the choices in the analogy task) were also analyzed. This investigation showed the analogy task answers were a more reliable measure of the "actual" level of understanding of the conventions than the justification themselves. The findings show that younger students tried to actively compare the pictures of the pairs and to search for a relevant meaning of the pairs, however, the youngest children have a limited capacity to interpret paired graphic conventions and our results suggests that this aspect of graphic conventions develops slowly but effectively over the course of children’s schooling. Because "graphicacy" knowledge and skills are not typically taught in primary school classrooms (in contrast with literacy and numeracy), its development is likely acquired incidentally with increasing exposure to varied paired graphics during primary school education. Given the high reliance of today’s educational resources on graphics-based explanations, the results from this study may signal a need for (i) for more attention to learning graphics conventions (and more generally to graphics explanations) from teachers in primary school and (ii) for a better design of the graphics with their contextual accompanying texts and captions, from designers. (shrink)

Jean Richard | Résumé : René-Michel Roberge proteste contre le modèle hiérarchique, autoritaire, du magistère de l’Église (catholique romaine). Selon ce modèle, la révélation vient d’en haut et passe par la hiérarchie ecclésiale pour parvenir aux fidèles. Cette conception ne fonctionne plus à notre époque, caractérisée par « le refus des arguments d’autorité » (Luc Ferry). Par opposition à ce modèle hiérarchique et doctrinal, notre auteur propose un magistère ecclésial de type pastoral. La fonction magistérielle consiste alors à (...) entretenir et à vitaliser la foi déjà présente dans la communauté des fidèles. |: René-Michel Roberge protests against the pattern of a hierarchical and authoritarian Church magisterium. According to this conception, revelation comes from on high, through the Church hierarchy, to the faithful. Such a conception has become irrelevant in our age, characterized by the rejection of authoritarian arguments (Luc Ferry). By contrast, R.-M. Roberge preconizes a pastoral type of magisterium, which upholds the faith yet present in the community of the faithful. (shrink)

Has moral relativism run its course? The threat of 9/11, terrorism, reproductive technology, and globalization has forced us to ask anew whether there are universal moral truths upon which to base ethical and political judgments. In this timely edited collection, distinguished scholars present and test the best answers to this question. These insightful responses temper the strong antithesis between universalism and relativism and retain sensitivity to how language and history shape the context of our moral decisions. This important and relevant (...) work of contemporary political and social thought is ideal for use in the classroom across many disciplines, including political science, philosophy, ethics, law, and theology. (shrink)

Cet article porte sur le cours de philosophie de la religion donné par Tillich à Berlin en 1920. Il retrace le parcours qui conduit Tillich à l’affirmation que Dieu vient à l’existence dans tout acte religieux. Le point de départ est la critique des preuves de Dieu; elle se poursuit dans une critique de l’objectivation religieuse qui fait de Dieu un être existant au-dessus des autres. Contre cette conception de l’existence de Dieu, Tillich soutient la thèse d’une réalisation du divin, (...) d’une venue de Dieu à l’existence, dans l’acte religieux lui-même. C’est dans l’autotranscendance de l’acte religieux que le mystère de l’être fait irruption à travers les formes de la conscience. (shrink)