Si l’œuvre de Nietzsche présente une familiarité étonnante avec la pensée de Dostoïevski, le rapport du philosophe allemand au romancier russe est plus complexe qu’il n’y paraît. En effet, Nietzsche découvre par un heureux hasard, vers la fin de sa vie, les écrits de Dostoïevski. En quelques mois, il passe d’un enthousiasme absolu à l’aveu d’une déception à l’égard de celui qu’il considère comme un simple décadent chrétien. Comment interpréter ce retournement de Nietzsche vis-à-vis de Dostoïevski? Est-ce simplement un nouvel (...) exemple de la versatilité du philosophe allemand? Ou peut-on y déceler quelque chose de plus profond? Cet article tente de reconstituer la chronologie du rapport de Nietzsche à Dostoïevski et les indices permettant d’éclairer l’apport réel du romancier russe à la philosophie nietzschéenne. (shrink)

This text is the introduction to V. Amit & N. B. Salazar, Pacing Mobilities. Timing, Intensity, Tempo & Duration of Human Movements, New York/Oxford, Berghahn, 2020, 202 p. It is also available on Berghahn publisher website.

N’a-t-on pas jusqu’à l’excès opposé l’exégèse allégorique d’Alexandrie à l’exégèse historico-littérale des Antiochiens ? Si l’on se réfère au débat des années 50 autour du « sens spirituel » des Écritures, ne peut-on pas penser que l’on a été tenté de le plaquer sur les auteurs anciens, enrôlés pour la circonstance dans l’un ou l’autre camp ? Il vaut donc la peine de rouvrir sans passion le dossier. En réalité, la contestation de l’exégèse spirituelle d’Origène, reprise à l’époque moderne, est (...) fort ancienne : elle se rattache au débat, plus ancien encore, autour de l’allégorie des poèmes homériques et des mythes grecs. Mais précisément le texte biblique peut-il être traité comme les fables des Grecs ? Les exégètes d’Antioche le nient énergiquement. Pourtant, s’ils refusent de faire de l’allégorie une méthode d’exégèse, ils ne renoncent pas, sous certaines conditions, à dépasser la lettre du texte et son sens historique. Ce sens supérieur ou spirituel qu’Origène découvre par l’allégorie – quel que soit du reste le mot qu’il utilise -, les exégètes d’Antioche cherchent à l’atteindre grâce à l’explication dite typologique. Il s’agira donc ici de préciser la frontière entre ces deux modes d’explication.Was not the opposition between the allegorical exegesis of the School of Alexandria and the historic-literary analysis of the School of Antioch pushed to the extreme? If we think back to the 1950s debate about the “spiritual meaning or sense” of the Scriptures, might we not discern there a temptation to project this debate back onto the ancient authors, forced to fit into one camp or the other? It is thus quite worthwhile to open up this file again in a more dispassionate way. In fact, the arguments against Origen’s spiritual exegesis, taken up in modern times, is very old and is connected with the even older debate about the allegorical nature of the Homeric poems and Greek myths. However, is it possible to deal with the Biblical text in the same way as with the Greek fables? The Antioch exegetes denied this vehemently. Still, although they refused to take allegory as a method of exegesis, they did not renounce – in some circumstances – looking beyond the letter of the text and its historical meaning. This superior or spiritual meaning which Origen discovered through allegory – whatever might be the term he utilized – was sought for by the Antioch School through the so-called typological explanation. (shrink)

Philosophers have long debated whether, if determinism is true, we should hold people morally responsible for their actions since in a deterministic universe, people are arguably not the ultimate source of their actions nor could they have done otherwise if initial conditions and the laws of nature are held fixed. To reveal how non-philosophers ordinarily reason about the conditions for free will, we conducted a cross-cultural and cross-linguistic survey (N = 5,268) spanning twenty countries and sixteen languages. Overall, participants tended (...) to ascribe moral responsibility whether the perpetrator lacked sourcehood or alternate possibilities. However, for American, European, and Middle Eastern participants, being the ultimate source of one’s actions promoted perceptions of free will and control as well as ascriptions of blame and punishment. By contrast, being the source of one’s actions was not particularly salient to Asian participants. Finally, across cultures, participants exhibiting greater cognitive reflection were more likely to view free will as incompatible with causal determinism. We discuss these findings in light of documented cultural differences in the tendency toward dispositional versus situational attributions. (shrink)

« Ma Chérie, ceci n'est pas censé être un journal, et il se peut même que ça ne te parvienne jamais, mais j'aime penser à toi en train de le lire, page après page, un jour dans les années à venir, après que je serai partie. J'aimerais t'entendre rire en regardant ces photos de moi. Je suis seule dans ma cabane ce soir et fatiguée ». Avertissement ou défi, ceci est la première lettre écrite par Calamity Jane à sa fille (...) le 25 septembre 1877. Une vingtaine d'autres lettres suivront, de fa.. (shrink)

Synthesizing self‐regulatory theories, we provide new insights into the antecedents of abusive supervision. We, from the perspective of supervisor's self‐regulatory resources depletion or impairment, introduce supervisor hindrance stress as an underlying mechanism of the subordinate deviance–abusive supervision relationship: this mediated relationship will be intensified at the level of high subordinate job performance. In addition, we develop a complex contingency model and propose a three‐way interaction (i.e., subordinate deviance, job performance, supervisor outcome dependence) to obtain the complete understanding of the subordinate (...) deviance–abusive supervision relationship facilitated through the supervisors’ hindrance stress. To test our moderated moderated mediation model, we gathered time‐lagged and multisource data from a large food service company located in southern China. We collected data at two different points (i.e., Time 1 and Time 2) from supervisors and their direct reports (N = 298 responses from 68 supervisors and 298 direct reports), and findings provide support for the hypothesized moderated moderated mediation model of our study. We highlight the implications of our study for theory, research, and practice. (shrink)

Despite pervasive variation in the content of laws, legal theorists and anthropologists have argued that laws share certain abstract features and even speculated that law may be a human universal. In the present report, we evaluate this thesis through an experiment administered in 11 different countries. Are there cross‐cultural principles of law? In a between‐subjects design, participants (N = 3,054) were asked whether there could be laws that violate certain procedural principles (e.g., laws applied retrospectively or unintelligible laws), and also (...) whether there are any such laws. Confirming our preregistered prediction, people reported that such laws cannot exist, but also (paradoxically) that there are such laws. These results document cross‐culturally and –linguistically robust beliefs about the concept of law which defy people's grasp of how legal systems function in practice. (shrink)

Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students’ performance and sense of belonging in academic subjects and test settings via stereotype threat. For example, girls and women sometimes underperform on math tests following reminders that math is for boys. We sought to test whether stereotypes that women have better language skills than men would affect men. In a series of four experiments (N = 542), (...) we tested the effect of explicit stereotype threats on men’s performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language. Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative, and mini-meta analyses showed effect sizes near zero. Future research should explore other explanations for gender gaps in language. (shrink)

What should judges do when faced with immoral laws? Should they apply them without exception, since “the law is the law?” Or can exceptions be made for grossly immoral laws, such as historically, Nazi law? Surveying laypeople (N = 167) and people with some legal training (N = 141) on these matters, we find a surprisingly strong, monotonic relationship between people's subjective moral evaluation of laws and their judgments that these laws should be applied in concrete cases. This tendency is (...) most pronounced among individuals who endorse natural law (i.e., the legal-philosophical view that immoral laws are not valid laws at all), and is attenuated when disagreement about the moral status of a law is considered reasonable. The relationship is equally strong for laypeople and for those with legal training. We situate our findings within the broader context of morality's influence on legal reasoning that experimental jurisprudence has uncovered in recent years, and consider normative implications. (shrink)

Les treize articles relatifs au premier thème analysent l'émergence ou la diffusion, encore difficile, de l'idée nationale dans l'Italie post unitaire, en particulier à travers la multiplication des statues de Dante, les campagnes militaires, souvent malheureuses, et les liens entre la représentation de la hiérarchie des pouvoirs et des classes sociales, et leur pouvoir politique effectif, à l'occasin de l'Exposition universelle de Milan en 1906. Trois questions sont privilégiées. La n...

Les deux auteurs qui nous ont déjà donné en 1996, sur un sujet similaire, La Drôle de guerre des sexes du cinéma français : 1930-1956 (dont Brigitte Rollet a rendu compte dans Clio HFS, n°7) se livrent là à un exercice difficile qui représente un vrai tour de force : faire en 128 pages un bilan des approches genrées dans les études cinématographiques, une étude comparée entre la France et les États-Unis et une mise au point sur des films tournés (...) des années 1930 au plus contemporain. Ce bilan... (shrink)

Un conte de Noël réalisé par Arnaud Desplechin en 2007, raconte un Noël familial dans une petite ville de province du nord de la France (Roubaix). Chacun revient dans la maison de son enfance à cette occasion alors que la mère est atteinte d’une maladie orpheline qui la condamne à court terme et que le frère aîné, Henri est haï par sa sœur et banni de la famille depuis cinq années. L’article analyse ce film où les rapports de genre, s’ils (...) sont constitutifs des relations, n’en restent pas moins soumis au dispositif plus large de la névrose familiale. Il tente de montrer comment le cinéma traduit la complexité des affects et les contradictions tendres et brutales des rapports familiaux. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 535 eluded. Have Straussians proved that there is no higher human knowledge than philosophy? One hopes that they will meet their critics, because Stmussians are deeply serious men and women, and we can all learn from their mentor. Hillsdale, College Hillsdale, Michigan D. T. ASSELIN Philosophical Problems of Classical Film Theory. By NOEL CARROLL. Princeton, N.J.: Princeton University Press, 1988. Pp. 268. This book is a (...) provocative, clearly written, and carefully argued presentation of a philosophical critique of traditional film criticism. If film is taken as a serious art form, one which can stand alongside of music, painting, theatre, and literature, then Carroll's book is a good example of the type of philosophical study that is needed. Assistant professor of philosophy at Wesleyan University, Carroll knows the world of film well and attacks with vigor what he takes to be erroneous in traditional film criticism. His three targets are the film theories of Rudolf Arnheim, Andre Bazin, and V. F. Perkins. It would be difficult to overemphasize the influence of Arnheim and Bazin on the history of the aesthetics of film: each man is a giant in the history of theorizing about film. Though much less influential, Perkins does present an mteresting view of film. Philosophical Problems of Classical Film Theory consists of an introduction, three central chapters, and a conclusion. Each of the three chapters is devoted to one of the film theorists, and each chapter begins with an explanation of the theory being discussed. In trying to present the theory in its strongest form, Carroll includes a detailed discussion of its historical setting, and this makes its contextual importance clear. But most of each chapter is devoted to criticism of the theory iii question. Thinking of film theories as a series of answers to abstract questions, Carroll suggests that Arnheim, Bazin, and Perkins address the same central questions and expect the answers to these questions to be related logically in the same way. Carroll lists three questions that he thinks suggest a similar structure in the three theories he is studying: " What is the determinant or special feature of film? What is the value or role of cinema? What are the processes of articulation in film in relation to the previous two answers? " Concerning the answers to these questions Carroll writes 586 BOOK REVIEWS Most classical film theories-including those of Amheim, Bazin, and Perkins-relate answers to the three basic questions in the following way: the determinant characteristic stands to the role of cinema as a means to an end, while the articulatory processes are assessed as instances of the determinant characteristic of cinema (pp. 14-15). Arnheim represents an early type of film theorizing which Carroll names the silent-film paradigm. Those who embrace this approach, and Carroll would include the Soviet montagists of the twenties such as Sergei Eisenstein, insist that film is not merely a record of reality but rather manipulates reality expressively. Though Arnheim wrote after sound had entered film, he disdained talkies and looked back to silent film to discover the paradigm of film. Carroll's treatment of Arnheim relies on the latter's 1957 Film As Art, which is a condensed version of his 1933 book Film. The 1957 condensation can he considered the authoritative articulation of Arnheim's position. The prejudice against cinema in its early days derived from the fact that a major constituent of film was photography. Many felt that photography could not be an art form because it was merely a copying process. Arnheim's theory can be called creationist because he successfully showed how cinema could be creative in capturing and re-presenting reality. Arnheim showed that film transcends the simple viewpoint that simple recording implies. Carroll summarizes Arnheim's view: In summary, Arnheim holds that one role of filmmaking-the one that concerns him-is art. He also contends that the determinant characteristics of the medium-those relevant to the purpose of art makingare the various ways that the medium diverges from the mechanical duplication of reality, and finally, Arnheim spends the bulk of Film As Art on lengthy examinations of the various modes of cinematic articulalation, in order to demonstrate... (shrink)

This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of ‘becoming-cyborg’ into our conversations about Annette’s experiences of breast cancer, which initially prompted her to interpret her experiences as a ‘chaos narrative’ of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway’s figuration of the cyborg in Annette’s changing body enabled new appreciations of its interpretive power, and functioned in some ways as a successor project to Noel’s (...) earlier deployment of cyborgs in what he now recognises as a ‘posthumanising’ of curriculum inquiry. Noel’s subsequent experiences with throat cancer drew us towards exploring the possibilities that concepts such as Deleuze and Guattari’s machinic assemblage and Karen Barad’s ontoepistemology offer as a mean of thinking the meetings of bodies and technologies in educational inquiry beyond Haraway’s hybrid cyborg. Through both collective biography and playfully scripted conversations with other theorists we explore what it means to perform diffractive interpretations and analyses in posthumanist educational inquiry. Our essay also contributes to contemporary conversations about the uses of collaborative biographical writing as a method of inquiry in educational research. (shrink)

This short commentary argues that the potentiality argument against abortion derives its appeal from features embedded in our cognitive structure.

Tous les lecteurs des Propos d'Alain ont remarqué des pages d'un mouvement poétique et éloquent à la fois, consacrées notamment, et à plusieurs reprises, aux fêtes de Noël et de Pâques. Ces essais de philosophie religieuse restaient énigmatiques ; on s'étonnait de trouver ensemble l'incrédulité la plus irréligieuse, et en même temps les mouvements de la foi. L'auteur voulait-il dire seulement qu'il y avait dans ces mythes une beauté touchante? Ou bien n'était-on pas amené à soupçonner que ces produits de (...) l'imagination populaire enfermaient des vérités de première importance, et toutes destinées à figurer dans un système strictement positif? L'auteur des Propos a réalisé pour la religion ce qu'il avait déjà essayé pour les Beaux-Arts avec le succès que l'on sait, c'est-à-dire donner tout son sens à l'imagination vraie par un exposé continu et systématique. Du moment que les mythes directeurs de notre civilisation signifiaient des vérités humaines de grand prix, il fallait chercher, en remontant, ce que signifiaient déjà les mythes olympiens de la puissance, et, encore au delà, le sens de ces étranges religions qui ont pour objets les choses de nature, le volcan, le serpent, la vache. Au delà, et comme un fond de tableau, s'offraient les Contes qui sont partout les mêmes et éternellement jeunes. Il s'agissait de discerner en quoi toutes ces religions sont vraies, en quoi les contes eux-mêmes sont vrais. C'est ce que l'auteur a exécuté en commençant par les contes, en passant de là à la religion panthéiste, puis à la religion politique qui est le culte des héros, et enfin à la religion de l'esprit, la plus haute. Et l'idée neuve, appuyée sur ces quatre assises, c'est que ces religions sont et seront toujours vraies, et indiquent plutôt, selon le mot de l'auteur, les étages de l'homme que les étapes de l'homme. L'exécution est faite dans un mouvement lyrique, mesuré sur le sujet même, en sorte que l'harmonie entre les mythes populaires et la structure humaine est toujours rappelée comme étant ici la preuve de choix. Et du reste il est évident, par la sobriété et l'équilibre de la composition, que l'auteur a voulu faire court autant qu'il était possible de façon que l'ensemble ne cessât jamais d'éclairer les parties. Le moins qu'on puisse dire c'est que cet ouvrage doit plonger les esprits profondément religieux, comme les esprits irréligieux, dans un prodigieux étonnement, par un radical changement des perspectives, et, on oserait dire, par l'abolition d'un genre de polémique qui n'a jamais mené à rien. Le salut de l'âme est quelque chose pour tout homme et es discussions théologiques n'arriveront jamais à changer la question. (shrink)

Open peer commentary on the article “A First-Person Analysis Using Third Person-Data as a Generative Method: A Case Study of Surprise in Depression” by Natalie Depraz, Maria Gyemant & Thomas Desmidt. Upshot: Given the claims of Natalie Depraz regarding what she called in 2004 the “practical turn of phenomenology,” I ask the authors how they conceive the research they presented in their 2017 article, particularly regarding transcendental phenomenology.

One of the primary goals of Religious Education is to make students come together with Qur’an text and religious content seamlessly. In order to reach this goal, religious educators usually support students to have the knowledge of the text and sometimes students only memorize the content. But although “knowing” and “memorizing” stages are important for educational processes, they are not functional enough in the long term. For providing a permanent learning, students should also “understand” the text. Besides, students cannot create (...) their own ideas and interpretations by the ways of knowing and memorizing. Because they can achieve to make their “own” senses only by their understanding. For these reasons, setting “understanding” as a goal for RE and defining the bases of an “understanding focused religious education” are an important responsibility of all.There are lots of bases for understanding focused religious education. One of them is “asking question”. Asking question to the religious texts and questioning the content have crucial effects for understanding processes due to their role of being a chance for having a dialogue with the text and its author. Therefore, it is necessary to determine which types of questions are useful for permanent learning and which types of contributions to understanding are limited. In Religious Education which is a social discipline, in order to reveal the meaning, the questions that are convenient to open a field for individual interpretations of the students can be functional. These questions are mostly open-ended questions and high level cognitive questions offering students an opportunity for their ownevaluations. However, students can establish the healthiest communication with Qur’an text and religious content through contextual and existential questions that they will pose to them. (shrink)