Marcel Beaufils fut un pedagogue exceptionnel qui exerca une influence decisive sur l'evolution de l'esthetique musicale en France, a partir des annees 50. Or, parmi ses ouvrages, Musique du son, musique du verbe est tres certainement celui qui porte le plus fortement la marque de son activite d'enseignant au Conservatoire National Superieur de Musique de Paris ; cette mission, il semblait l'entendre davantage comme celle d'un declencheur d'idees, catalyseur, plutot que du transmetteur d'un savoir fige une fois pour toutes. Bouleversant (...) toute tentative de classification academique, toute certitude acquise, ce livre laisse des pointilles ; un grand souffle traverse son ecriture. N'en deplaise aux musicographes, il s'agit la d'un ouvrage de creation, qui nous rappelle que Marce Beaufils etait egalement un ecrivain qui savait manier le verbe a la fois en tant que dramaturge et en tant que poete. (shrink)

Analyse des origines, de l'évolution et des problématiques du néokantisme permettant de comprendre l'histoire de la philosophie du XXe siècle, à propos des renouvellements de la logique depuis G. Frege, B. Russell et le cercle de Vienne, ainsi que pour la naissance et le devenir de la phénoménologie husserlienne et l'herméneutique heideggérienne. Avec deux textes du chef de file de ce courant. ©Electre 2017.

Assez rares sont les études spécifiquement consacrées au Politique de Platon, qui défie l’interprétation par une série d’« essais et erreurs », et il faut se féliciter de la traduction rapide en français de l’authentique lecture qu’en propose Stanley Rosen. La succession de trois parcours (la diairesis, le mythe, le paradigme) pour défi­nir le politique a-t-elle valeur d’exercice et de démonstration de méthode et par­vient-elle réellement au but? Réussit-elle bien à déterminer ce qui si long...

Leo Strauss (1899-1973) a inscrit sa pensée dans l'héritage de la tradition grecque, mais également dans celui de la tradition biblique. Se rapportant au judaïsme comme à une révélation de la Loi (pour laquelle la dimension de la foi est secondaire), il fait retour à une pensée juive (Pourquoi nous restons juifs) et tente de prolonger la réflexion de Maïmonide dans les conditions nouvelles des temps présents. Il s'oppose ainsi à sa rénovation par l'approche phénoménologique de Franz Rosenzweig comme à (...) la pensée de Martin Buber, tout en se tenant à distance de la réflexion sur le mysticisme juif de Gershom Scholem avec lequel il dialogue. Cet ouvrage interroge la manière dont Strauss pense les relations de corrélation et de conflit entre philosophie et judaïsme. En quoi la réflexion sur la Loi, dont il poursuit l'élaboration dans la lignée de la pensée médiévale et à contre-courant de la modernité des Lumières, représente- t-elle un approfondissement de la pensée juive et jette-t-elle une lumière crue sur la situation du judaïsme dans le monde? Quels sont les termes du débat avec les penseurs contemporains du judaïsme avec lesquels il est en relation? Quelles sont aujourd'hui les possibilités et les limites d'une telle réflexion pour la vitalité du judaïsme et de la philosophie? Les études présentes ouvrent des voies différentes, voire divergentes, essentiellement heuristiques, sur les possibilités et les limites de la réflexion straussienne pour la vitalité du judaïsme et de la philosophie. Elles s'accompagnent de la parution d'un texte inédit en français : " La situation religieuse actuelle " (1930), qui représente un moment décisif de la réflexion de Strauss sur la question. (shrink)

Le parcours de Maurice Merleau-Ponty ne peut se comprendre sans le fil rouge de la Psychanalyse : dès sa thèse, il restaure le primat de la perception et du corps sexué à la lumière de Freud et de Binswanger. A la Sorbonne, il renouvelle la Psychologie de l'enfant en y intégrant M. Klein, J. Lacan et F. Dolto. Au Collège de France plusieurs cours font des rêves et de la libido une dimension inéluctable de l'humain. De nombreux psychanalystes et psychiatres (...) se sont " laissés interroger par lui " : citons : H. Ey, A. Hesnard, P. Fédida, A. Green, J. Laplanche, J.-B. Pontalis, Luce Irigaray...Š. (shrink)

In assessing the relevance of Velmans' work for transpersonal psychology, two major features of his reflexive monism are explored. The first is the notion that consciousness is embedded in the external world and in the body, the second is the principle of reflexivity itself. The embeddedness of consciousness in the world underpins transpersonal notions of consciousness as a primary reality of the universe. Consciousness as embodied is a critical component for therapies and psychospiritual practices that focus on somatic awareness, both (...) central to transpersonal psychology's objectives. The reflexivity at the core of Velmans' theory is identified as a principle that recurs at different scales (the brain, cognition, and the universe), thus relating to esoteric ideas of correspondence across microcosmic and macrocosmic levels of being. For transpersonal psychology, this recognition that 'ancient' esoteric ideas can be substantiated and updated through contemporary research into consciousness opens further avenues of enquiry. (shrink)

This paper endeavors to understand the research landscape of finance research in Vietnam during the period 2008 to 2020 and predict the key defining future research directions. Using the comprehensive database of Vietnam’s international publications in social sciences and humanities, we extract a dataset of 314 papers on finance topics in Vietnam from 2008 to 2020. Then, we apply a systematic approach to analyze four important themes: Structural issues, Banking system, Firm issues, and Financial psychology and behavior. Overall, there have (...) been three noticeable trends within finance research in Vietnam: (1) assessment of financial policies or financial regulation, (2) deciphering the correlates of firms’ financial performances, and (3) opportunities and challenges in adopting innovations and ideas from foreign financial market systems. Our analysis identifies several fertile areas for future research, including financial market analysis in the post-COVID-19 eras, fintech, and green finance. (shrink)

Qu'est-ce qu'un véritable politique? Que doit-il savoir, non seulement pour gouverner la cité mais pour en produire et en garantir l'unité, toujours mise en péril par des valeurs, des intérêts et même des vertus contradictoires? Avec ces questions, Platon, dans le Politique, est le premier à concevoir la nécessité d'une science politique, capable de produire la cité comme un tissu entrecroisant courageux et modérés, donc de forcer " faucons " et " colombes " à partager des valeurs communes. Rien ne (...) saurait être plus actuel que ce diagnostic platonicien. Stanley Rosen nous offre un commentaire patient, profond, et néanmoins sensible à l'ironie. Il s'attache essentiellement à dégager le lien entre philosophie et politique. Car si, pour une fois, le dialogue s'achève sur une définition, nous ne devons pas nous en satisfaire puisque ce pénible exercice avait pour but premier de nous rendre meilleurs dialecticiens, donc philosophes, et telle est justement la condition pour être un véritable politique et non pas un sophiste. En prenant le dialogue par où il nous rebute, par son parcours plutôt que par son résultat, l'auteur en démêle les différentes étapes comme autant de fils, afin de les tisser ensemble et de faire apparaître la cohérence du texte. Seul un grand platonisant, et un authentique philosophe, pouvait apporter une interprétation qui allie l'explication la plus détaillée à une méditation critique. (shrink)

Physicians frequently face ethical dilemmas when caring for patients. To help them to cope with these, biomedical ethics aims to implement moral norms for particular problems and contexts. As a means of studying the cognitive and neurobiological features underlying the respect for these norms, moral cognitive neuroscience could help us to understand and improve ethical questioning. The article reviews recent developments in the field and presents neurobiological arguments to highlight why some moral rules are universally shared and why some ethical (...) responses are very dependent on context. (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)

Important features of space and time are taken to be missing in quantum gravity, allegedly requiring an explanation of the emergence of spacetime from non-spatio-temporal theories. In this paper, we argue that the explanatory gap between general relativity and non-spatio-temporal quantum gravity theories might significantly be reduced with two moves. First, we point out that spacetime is already partially missing in the context of general relativity when understood from a dynamical perspective. Second, we argue that most approaches to quantum gravity (...) already start with an in-built distinction between structures to which the asymmetry between space and time can be traced back. (shrink)

On a book-keeping error in the accounts of Dion. This article proposes a solution to an incoherent calculation identified on lines 8 and 9 of the famous Account of Dion relative to the Pythia (CID II, 139/ CID IV, 57), where a list of expenses occasioned by the preparation of the Pythian games of 246 B. C. are recorded. In effect, 270 medimnoi of earth sold at 1 ¾ obols per medimnos do not equal 43 staters and a half-obol, as (...) is inscribed on the stone, but 39 staters and 4 ½ obols, according to the Aeginetan system used by the accountants of the Delphic Amphictyony. We propose a solution that may explain the inscribed amounts without needing to correct the numbers that can be read on the stone ; it is the accountant of the Amphictyony who should be charged with this miscalculation of which Agazalos, the master-mason who provided the earth for the xystos, took advantage. (shrink)

Contemporary engineering education recognises the need for engineering ethics content in undergraduate programmes to extend beyond concepts that form the basis of professional codes to consider relationality and context of engineering practice. Yet there is debate on how this might be done, and we argue that the design and pedagogy for engineering ethics has to consider what and to whom ethics is taught in a particular context. Our interest is in the possibilities and challenges of pursuing the dual imperatives of (...) socialization and critique. Socialization involves creating opportunities for all, in a diverse cohort of students, to access and engage with the dominant professional engineering ethics knowledge, while critique involves engaging with a range of ways of knowing, valuing, being and using language as relevant in contemporary engineering practice. We identify conceptual tools from engineering ethics and ethical pedagogy in education scholarship for our context. We illustrate how we use these tools systematically to strengthen our reflective practice in a first-year university engineering ethics module to a deeper form of reflexivity. Specifically, we explore the ways in which we attend to the dual imperatives and also highlight opportunities that we miss. We identify as key opportunities design choices such as how we formulated questions and prompts, and how we attended to content, context and language in selecting classroom texts. Other key opportunities were pedagogical choices of when and how to use student contributions in discussion, and what was made explicit in the classroom and assessment. We share our plans to take our learnings forward in our practice and consider the generative possibilities of these learnings and the concepts in other contexts. (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)

The emergence and persistence of the jews other.

Is time flowing? A-theorists say yes, B-theorists say no. But both take time to be real. It means that B-theorists accept that time might be real, even if lacking a property usually ascribed to it. In this paper, I want to ask what are the different properties usually ascribed to time in order to draw the list of different possible kinds of realism and anti-realism about time. As we will see, there are three main kinds of anti-realism. I will claim (...) that if time is defined as the universe’s fourth dimension, there is no way time could be unreal. (shrink)

This article honours the memory of blues musician B.B. King, who died on 14 May 2015, through focusing on his performances in prisons. The article situates his concerts inside Cook County jail and Sing Sing within the wider political crisis during the 1970s surrounding issues of race and class in the American prison system. It suggests the historical resonance of these events can be interpreted through using Paul Gilroy’s notion of planetary humanism. The tone of B.B. King’s guitar carries both (...) the historical trace of African American experience while at the same time voicing a humanistic sensibility beyond the brutalities of racism and incarceration. (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)

A left-variable word over an alphabet A is a word over $A \cup \{\star \}$ whose first letter is the distinguished symbol $\star $ standing for a placeholder. The ordered variable word theorem ( $\mathsf {OVW}$ ), also known as Carlson–Simpson’s theorem, is a tree partition theorem, stating that for every finite alphabet A and every finite coloring of the words over A, there exists a word $c_0$ and an infinite sequence of left-variable words $w_1, w_2, \dots $ such that (...) $\{ c_0 \cdot w_1[a_1] \cdot \dots \cdot w_k[a_k] : k \in \mathbb {N}, a_1, \dots, a_k \in A \}$ is monochromatic. In this article, we prove that $\mathsf {OVW}$ is $\Pi ^0_4$ -conservative over $\mathsf {RCA}_0 + \mathsf {B}\Sigma ^0_2$. This implies in particular that $\mathsf {OVW}$ does not imply $\mathsf {ACA}_0$ over $\mathsf {RCA}_0$. This is the first principle for which the only known separation from $\mathsf {ACA}_0$ involves non-standard models. (shrink)

The quantification of phase synchrony between neuronal signals is of crucial importance for the study of large-scale interactions in the brain. Two methods have been used to date in neuroscience, based on two distinct approaches which permit a direct estimation of the instantaneous phase of a signal [Phys. Rev. Lett. 81 (1998) 3291; Human Brain Mapping 8 (1999) 194]. The phase is either estimated by using the analytic concept of Hilbert transform or, alternatively, by convolution with a complex wavelet. In (...) both methods the stability of the instantaneous phase over a window of time requires quantification by means of various statistical dependence parameters (standard deviation, Shannon entropy or mutual information). The purpose of this paper is to conduct a direct comparison between these two methods on three signal sets: (1) neural models; (2) intracranial signals from epileptic patients; and (3) scalp EEG recordings. Levels of synchrony that can be considered as reliable are estimated by using the technique of surrogate data. Our results demonstrate that the differences between the methods are minor, and we conclude that they are fundamentally equivalent for the study of neuroelectrical signals. This offers a common language and framework that can be used for future research in the area of synchronization. © 2001 Published by Elsevier Science B.V. (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)