Although the context, such as the social policies or the professional world in mutation, highlights the emergence of a new professional project for educators of young children during their training period, the process of professionalization and the identity building involved during the training period will be more especially studied, in relation to the practical experience gathered during the internships (Wittorski, 2009). This experience awakes in the subject a reflection and a situation of identity building through the encounter and the interactions (...) with practical communities. While confronting with others, the student involves the realization, the self-continuity. Emotions and biographical facts are involved as well (Bourgeois et Barbier, 2006), thus maintaining the subject’s continuity and identity uniqueness through the perception of others. In this article, we will relate the process of professionalization and identity building to the concept of reliance, developed by Bolle de Bal (2003), within the scope of block-release training of educators of young children. (shrink)

Inside vocational training systems, like those implemented in health and social sector, overcoming the gap and tensions between the times and different places of the training are the periods of practical training in the field and institute training sequences calls for the establishment of cooperation between stakeholders: trainees, trainers and tutors. The latter, regarded as lighting built-reliance, takes different forms and uses different means (educational devices, booklets, portfolios, etc.). The study of some of them showed that they can be located (...) with reference to two poles having value paradigms: one referring to a technical vision of the training and practice of the profession ( and a «technician identity), the other in a clinical approach to training and a «clinician identity» of the professions. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context (...) of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

This article focuses on the training/operation course offered at the Nurse and Pediatric Nurse school of Montpellier University Hospital aiming to develop a training program based on a construction of learning through professional situations. Thinking differently the training system based on alternation between course and internship and questioning the meaning of professionalization is an opportunity to be seized in the context of health formations reengineering. In that respect, offering a dialectical-learning alternation in and through a situated and problematized activity (...) is a judicious perspective for Nurses and Pediatric Nurses training in order to give meaning to work-study by giving a real ambition for professional learning. (shrink)

Les espaces de rencontre enfants/parents (ou erep ) sont des lieux dédiés aux rencontres d’un parent et de son ou ses enfants, dans un contexte de conflit conjugal rendant impossible l’exercice de droits de visite classiques. Ils peuvent être la scène de vécus difficiles pour les enfants concernés. Cet article propose, à travers le récit détaillé puis une lecture interprétative d’une vignette clinique concernant un enfant de 6 ans venant rencontrer son père en erep, la mise en évidence, à l’aide (...) d’outils théoriques issus de la littérature psychanalytique, des conséquences négatives du clivage des discours parentaux sur le travail d’élaboration identitaire de l’enfant, en lien avec sa filiation. Il est également question du rôle actif que peuvent jouer les professionnels de l’espace de rencontre dans la réduction de tels clivages, défendant ainsi l’intérêt supérieur de l’enfant. (shrink)

The approach by the rhythms better captures the temporal organization and temporal movement in understanding the process of professionalization. Differentiation time macro / meso time / micro time gives the conceptual framework for interpreting the variation rhythms in the construction of formative and professional activities. In order to operationalize this approach, the results of previous work will be re-interviewed in terms of a rhythmic base. By entering the singularity singularity professionalization process, temporal rhythms highlight the possible links between individual (...) and institutional rhythms rhythms. (shrink)

The goal of this article is to review and question the general framework currently used for professional internships at the University. Does the internship fit into the continuity of the sandwich training? Indeed, are we talking about a phenomenon that has full formative value or about one capable of sending a signal to the f the labour market in the need for quickly operational skills? These questions have lead the author to analyse internships from economic and legal point of view (...) and to observe the evolution of internship towards a form of employment contract. First, this study uses empirical data from semi-structured qualitative interviews with a range of companies in the pharmaceutical / chemical industry in the Alsace region (France). In the second phase, the same companies responded to an online questionnaire aiming at identifying their perception of the trainees role within their corporate professional teams. (shrink)

the article suggests understanding(including) better the professionalization of the formative activities and the professional activities by an approach which articulates three levels of analysis: macro (historic construction and social construction of the knowledges of the activity), méso (institutional devices (plans) of training (formation) and work) and microphone(microcomputing) (lived on the subjects, the individual dynamics). This reflection leans on the presentation (display) of various processes of professionalization stemming from empirical searches (researches) realized by the author. l’article propose de mieux (...) comprendre la professionnalisation des activités formatives et des activités professionnelles par une approche qui articule trois niveaux d’analyse: macro (construction historique et construction sociale des savoirs de l’activité), méso (dispositifs institutionnels de formation et de travail) et micro (vécu des sujets, dynamiques individuelles). Cette réflexion s’appuie sur la présentation de différents processus de professionnalisation issus de recherches empiriques réalisées par l’auteur. (shrink)

The new modalities concerning school education of disabled students question teachers about the exercise of their job, especially those who are confronting with important disorders of cognitive functions. Training and support devices have to help to identify the constituent skills of a new professional identity while contributing to initiate and enhance this process of identity transformation. The analysis of the looks worn by teachers in specialized alternating training allows to identify the necessary conditions in order the levers of transforming postures (...) and professional practices have to be effective and efficient. (shrink)

To think up vocational training devices aims at enabling persons to experiment with different situations, at different moments with in-turn periods of training and actual employment. Persons come to “dialogue” with different situations, at different moments, to make sense out of them, to create links between them and thus to build their own apprenticeship. Can this dialogue, this rhythmic training/experience only be observed in the frame of those vocational training devices? Couldn’t this dialogue or this rhythmic be observed on longer (...) periods, beyond the duration of these devices, on a career’s scale for instance? This article tries to transcribe the processing of comprehensive/biographical interviews of four Heads of Catholic primary schools. The processing is based on methods of analysis that use what has been called “sets of training and experience temporalities” Being part of a thesis which aims at highlighting the professional dynamics of this emergent group of Heads, the analysis of this dialogue, this rhythmic training/experience contributes to typify interviews and takes part in the definition of a socio-professional world and in the definition of an identity proper to the Heads who were interviewed. (shrink)

The professionalization requirement in the field of social action worries associations in the financing decreasing context. Targets within the sight of volunteers skills are expressed. In a context of people’s education (social centers) promoting knowledge and practical experiences transmission in a goal of shared construction, what is the position occupied by volunteers training and professionalization?

Bien que les approches basées sur les déficits soient encore prédominantes en formation à l’enseignement, on reconnaît de plus en plus l’apport potentiel des approches basées sur les forces, afin de développer une identité professionnelle positive. Conséquemment, nous avons expérimenté une activité innovante d’écriture réflexive, basée sur la psychologie positive, auprès de 50 stagiaires en enseignement préscolaire/primaire au Québec. L’analyse de ces empreintes offre de dégager divers aspects constitutifs de l’identité professionnelle des stagiaires, de décrire l’évolution du processus de (...) class='Hi'>construction identitaire, ce qui permet d’apprécier la contribution de ce type d’activité pour rendre ce processus plus explicite. (shrink)

This article presents the results of research conducted with secondary school teachers in Quebec, specifically in the Mauricie region. The authors propose a reflection on the construction of professional identity in a context of institutional crisis. They argue that in this context, the teacher can not rely on stable and social frameworks to build up a strong professional identity and that work experience that becomes the primordial material from which that identity is developed. Therefore, the teacher has to build (...) its identity from a set of rational narrative experience of professional practice.contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire Cet article présente les résultats d’une recherche menée auprès d’enseignants du niveau secondaire au Québec, plus spécifiquement dans la région de la Mauricie. Les auteurs proposent une réflexion sur la construction de l’identité professionnelle dans un contexte de crise des institutions. Ils soutiennent que dans ce contexte l’enseignant ne peut compter sur des cadres sociaux stables et solides pour se constituer une identité professionnelle et que c’est l’expérience au travail qui devient le matériau primordial à partir duquel s’élabore cette identité. Par conséquent, l’enseignant a à construire son identité à partir d’une mise en récit rationnelle de son expérience de la pratique professionnelle. (shrink)

How can imperceptible knowledge such as professional routines in class immediacy be taught? How to express their main principles and their construction in formation? These routines create a sense of security among both students and teachers; it is a frame favouring successful classroom management. They come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial professionalization. This paper will present the concept of professional routines as an educational practice (...) in regards to professional development, then the conceptual frame, the analytical method, some results followed by a discussion and conclusion. Comment enseigner un savoir imperceptible comme des routines professionnelles dans l’immédiateté de la classe? Comment dégager les principes organisateurs et leur construction en formation ? Pour une gestion de classe efficace, il est essentiel de recourir à des routines professionnelles. Elles soutiennent le sentiment de sécurité tant chez l’enseignant que chez les élèves. Elles relèvent de compétences incorporées, ce qui force à leur analyse pour une articulation phare dans une formation professionnalisante. Nous présenterons le concept des routines professionnelles comme un savoir-faire nécessaire au développement professionnel, le cadre conceptuel, la méthodologie, quelques résultats et la discussion suivie de la conclusion. (shrink)

La professionnalisation des enseignants comme facteur contribuant à la qualité de l’éducation répond, en partie, à la formation qu’ils ont reçue. Dans le système pédagogique de l’alternance, en raison de la diversité des éléments et des acteurs qui interviennent, l’enseignant se pose une série de difficultés liées à la pratique de ses fonctions qui en affectent la qualité. Dans cet article, à travers les résultats obtenus à partir d’entretiens semi-dirigés, une étude est présentée qui analyse le point de vue (...) d’experts dans le domaine de la formation des formateurs des centres d’alternance. (shrink)

This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...) structures that seek to support a professionalization process that we define in terms of a general aim: the construction of professional knowledge. The originality of this research lies in that it draws on the work of Gaston Bachelard to develop a theoretical frame enabling a reading and interpretation of the results. Ce texte présente quelques résultats préliminaires d’une recherche menée présentement à l’Institut de recherche sur les pratiques éducatives de l’Université de Sherbrooke. Cette recherche vise à comprendre comment les situations présentes dans la formation à l’enseignement peuvent soutenir le fonctionnement et la réussite de l’apprentissage professionnel des enseignants en formation. Nous cherchons à identifier les points de rencontre entre les situations d’activité professionnelle, les situations d’apprentissage professionnel et les situations de formation. Nous tenterons d’analyser le rôle que peuvent jouer certains dispositifs visant à soutenir un processus de professionnalisation que nous définissons au regard d’une finalité : la construction de savoirs professionnels. L’originalité de cette recherche est la convocation des travaux de Gaston Bachelard pour élaborer le cadre théorique permettant la lecture et l’interprétation des résultats. (shrink)

La pédagogie est constitutive d’une relation de formation portée par une intention de développement de la personne mobilisant une configuration de savoirs afin d’inscrire cette personne dans un parcours de développement. La mise en oeuvre de cette relation dans une situation organisée et instrumentée produit la matière du développement, en réalité ce qui fait la valeur de la formation. L’alternance est une manière particulière d’organiser ce processus de valorisation. Dans cette contribution est analysé un dispositif faisant cohabiter deux populations en (...) alternance : des jeunes apprentis et des adultes en activité professionnelle. Une double enquête auprès de trois promotions de cette formation permet de comprendre la négociation des savoirs qui s’opère dans le cours de cette action et la résonnance que produit la pédagogie mise en oeuvre. On perçoit alors la construction de leur parcours par les alternants et les évolutions de leur rapport à l’activité. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 10.2 (2005) 175-194 [Access article in PDF] Measure for Measure The Reliance of Human Knowledge on the Things of the World Tim Adamson When all things were in disorder, God created in each thing in relation to itself, and in all things in relation to each other, all the measures and harmonies which they could possibly receive. —Plato, Timaeus (69b) Is my body a thing, (...) is it an idea? It is neither, being the measurant of the things. We will therefore have to recognize an ideality that is not alien to the flesh, that gives it its axes, its depth, its dimensions. —Maurice Merleau-Ponty (1968, 152) The search for truths differs from the search for truth criteria in more ways than those that are immediately obvious. —M. C. Dillon (1997, 9) The notion that all knowledge is a form of measurement can be traced back to the Socratic insight that knowledge requires the presence of some standard against which things are measured. We cannot account for our knowledge of things, Socrates argued, without appealing to some prior capacity we have for recognizing, comparing, or measuring things in terms of something else, for example, a concept or definition. In the modern era, Kant extended this insight to include perception as such, [End Page 175] arguing that even though our perceptual experience seems to be direct and immediate, upon reflection we know that some process of mediation must be at work which enables us to have a stable experience of objects. Faced with such insights, we are compelled to ask how such measuring is possible. If experience and knowledge rely on some capacity for measurement, what is measurement and what does it entail?The most common contemporary answer to this question can be found in notion that our experience and knowledge are "constructed" by distinctly human, that is, cultural factors. Having abandoned Kant's notion of a priori knowledge and its various Idealist offshoots, contemporary constructivism nonetheless maintains that cultural structures (although not fixed or permanent ones) serve as the basic principles upon which experience and knowledge are built. Such a view has some merit, insofar as it enables us to acknowledge the mediated character of our experience, while also avoiding the problematic claims of traditional idealism. But as appealing as this view is, it raises the question of the place and role of nature in our experience. From a constructivist point of view, although we may acknowledge that our experience and knowledge depend in crucial ways upon natural elements and events, it can often seem naive to discuss the role of such natural factors within experience—except, that is, as we admit that nature itself is "constructed" by culture, for example, language, conceptual systems, theoretical constructs, ideology, political power, institutional practices, and so forth. That is, although we no longer accord cultural factors an a priori or absolute status, we remain convinced that in fact cultural norms play the final, determining role in shaping our experience. In the end, we have come to believe, it is culture that measures and defines nature, not vice versa.My aim in this essay is to articulate an alternative view of the measurement involved in human experience and knowledge, one which helps us to overcome the privileging of culture over nature that still plagues contemporary thought. My account is inspired by Merleau-Ponty's philosophy of the body, particularly his notion that the human body serves as a "measurant of things." There are two key components of this claim. First, it describes the body's general capacity for measurement, and does not appeal to any specific measure or standard of measurement. As a measurant, the body is not any particular measure; rather, it is a thing that measures, an element of the natural world that brings measurement to the [End Page 176] things it encounters, thus bringing meaning into our experience. Second, the body's capacity to measure shows how our natural being as bodies is inherently meaningful, because measurement is, as we shall see... (shrink)

The question of the professionalisation of the actors often makes debate because it could imply that an actor who professionalises is not a good professional even that he is not qualified. This position is all the more reinforced when these actors live moments of professional transition, where the doubts and the uncertainties come to push aside their professional identity. How consequently as well as possible to accompany them at best in these moments which re-questioning? This article aims at showing how (...) by a reflexive plan of training- action an approach of professionalisation can be, a process of construction of the subjects which allows them to become aware of their luggage of experiment, their professionality and, on the other hand which contributes to the construction of their posture of apprenance. It is about a process in movement which joins in the philosophy of the training and the orientation throughout the life, in which the subject has to recognize itself as an actor in the work, as an author of its work and as a subject in work on its constructive activity supporting its development thus. (shrink)

The shift from the conventional agri-food system to alternative practices is a challenging transition for agricultural producers, yet surprisingly under-studied. Little research has examined the social and cultural processes in rural communities that mobilize producers and construct and sustain producer-driven alternative food networks (AFNs). For AFNs to go beyond just offering “alternative foods” or “alternative networks” and to be constructed as “alternative economies”, this transformation in the producer community is indispensable. This paper presents a case study of a rural cooperative (...) in Shanxi, China. The discontent with both productivist agriculture and the social decay in communities motivated a group of women to engage in a decade-long process of social mobilization, cultural reconstruction, and learning by experimentation. Through this, they developed an alternative vision and successfully created a localized alternative socio-economic model, which I call “anti-productivism”. It prioritizes ecological sustainability, self-reliance, reciprocity, and cultural values over output maximization, productivity growth, commodity exchange, and monetary gains. This case contrasts sharply with the urban-initiated, consumer-driven AFNs studied in the China literature, which mostly just offered alternative foods but brought little change to the producer community. It shows that the alternative economy must be embedded in an alternative community united by strong social bonds and shared cultural values. (shrink)

Most conceptions of human rights rely on metaphysical or theological assumptions that construe them as possible only as something imposed from outside existing communities. Most people, in other words, presume that human rights come from nature, God, or the United Nations. This book argues that reliance on such putative sources actually undermines human rights. Benjamin Gregg envisions an alternative; he sees human rights as locally developed, freely embraced, and indigenously valid. Human rights, he posits, can be created by the average, (...) ordinary people to whom they are addressed, and that they are valid only if embraced by those to whom they would apply. To view human rights in this manner is to increase the chances and opportunities that more people across the globe will come to embrace them. (shrink)

In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to (...) whether they have a student teaching placement or not. A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

While the concept of work ethic has been discussed in the Arab context :35–49, 2009), the significant conceptual and methodological limitations of the existing work ethic and work value research elucidate the need for a more robust investigation of the multidimensional work ethic construct in the Arab context. Multidimensionality of the work ethic concept has gained considerable attention in recent years as researchers attempt to move away from the religiously labeled Islamic and Protestant work ethic conceptualizations. The current study examines (...) the Arab work ethic through the use of the multidimensional work ethic profile on a sample of future business leaders in the United Arab Emirates. A total of 484 business students completed an Arabic version of the MWEP short form. The results show that centrality of work and hard work are the highest scoring work ethics followed by self-reliance, wasted time, and leisure. There are significant differences in work ethic dimensions across gender and categories of family breadwinner. No significant differences in work ethic dimensions are observed across categories of nationality and work preference groups. The findings are discussed in relation to the unique insight they offer on the nature of work ethic in an Arab context. (shrink)

L'altérité est l'un des phénomènes les plus étudiés et l'un des concepts les plus utilisés au cours des trente dernières années, mais c'est aussi une notion des plus polysémiques et des plus controversées, jusque dans les usages idéologiques qu'on peut en faire aujourd'hui. Ce livre interroge les bases philosophiques, le contexte sociohistorique et la portée éthique et esthétique de ce phénomène ou de cette notion à la lumière de ses différentes valeurs. L'autre est à la fois l'étranger, exclu ou minorisé, (...) pour les études culturelles, l'un des pôles de la construction identitaire pour certaines théories du sujet, l'expression même de la Loi et du Symbolique pour d'autres, la figure emblématique de la responsabilité pour une certaine pensée éthique, le fondement de toute relation intersubjective et de tout dialogisme ou, plus radicalement encore, la manifestation de la nature essentiellement hétérogène de l'existence. Chaque fois, ce qui est en jeu concerne nos manières de vivre-ensemble et nos façons de faire et de créer. Les auteurs réunis dans cet ouvrage analysent les "politiques de l'altérité" que notre histoire impose ou propose comme choix de société et " les poétiques de l'autre" que les différentes pratiques artistiques, ancrées dans la mémoire et l'imaginaire collectifs, déploient comme possible ou comme alternative face à notre situation historique. (shrink)

Parce qu’elle s’est élaborée à partir d’un héritage antique, l’avocature dispose d’une culture commune dès la fin du Moyen Âge. Dans la France des XVII e et XVIII e siècles, ces caractères partagés se renforcent par la professionnalisation, l’harmonisation institutionnelle des ordres et le renforcement d’un droit commun du barreau, qui n’est pas le fruit du seul travail des avocats et de leurs structures professionnelles ; l’émergence d’un « barreau français » a également été favorisée par l’État et les (...) tribunaux. Avec l’Empire et la Restauration, la construction nationale du barreau connaît un deuxième temps fort ; dans un premier temps, c’est l’État qui s’impose comme son acteur essentiel. (shrink)

À l'occasion du débat sur le traité constitutionnel pour l'Europe, on communique enfin davantage sur les valeurs communes, l'horizon idéal auquel aspirent les Européens. L'existence d'une communauté de valeursbasée principalement sur un consensus autour de la culture politique partagée fait office de certitudes dont la remise en cause s'apparente à un pêché contre le code moral moderne qui est celui de l'ordre démocratique et des droits de l'homme. Or, l'Europe est le lieu par excellence de la diversité et des conflits (...) qui en résultent et qui ont souvent été sanglants. Toute cette dimension de confrontation de paradigmes culturels, de l'altérité difficilement tolérée, de la difficile négociation entre ce qui unit et ce qui sépare est souvent occultée dans la communication sur l'Europe. Une approche interdisciplinaire, puisant dans les recherches de l'anthropologie culturelle, de la sociologie des relations interethniques et de la communication interculturelle semble plus à même de répondre à ce type de questionnements nécessaires à l'heure de la crise de la construction européenne.Public debate about the European constitutional treaty provided an opportunity to discuss common values that are ideals for all Europeans. Any criticism of the existence of a community based on a consensus constructed around a certain shared political model is not allowed. In fact, such criticism would be seen as a sin against the modern moral code which is based on a democratic order and the respect of human rights. The problem is that Europe is a place of diversity and, often, of violent conflicts. This aspect of cultural confrontation, lack of tolerance for otherness and the difficulty in negotiating what unites and what divides nations very often remains hidden in public communication about Europe. An interdisciplinary approach, inspired by cultural anthropology, inter-ethnic relations, sociology and cross-cultural communication, is more adapted to analyze such problems which need to be dealt with now while European integration is underway. (shrink)

La contribution s’intéresse aux transitions institutionnelles dans la formation en travail social et aux effets de ces évolutions dans le rapport au travail des formateurs. Elle a pour objet de repérer les mouvements mais aussi les tensions, les difficultés, les transactions nécessaires pour (re) donner du sens à l’activité et construire de nouveaux repères professionnels entre travail prescrit, travail rêvé/idéalisé et réel du travail de formation. Des entretiens ont été conduits dans quatre établissements de formation d’une même région. L’analyse du (...) corpus a permis de mettre à jour quelques grandes problématiques qui traversent le monde des formateurs en travail social, en prise avec les évolutions du secteur. Les résultats donnent à comprendre les remaniements identitaires et les formes d’implication des acteurs. Ils montrent la nécessite de « faire collectif », de retrouver des marges d’action et assurer sa mission de façon plus éclairée et mieux soutenue. (shrink)

L’épître aux Corinthiens, écrite vraisemblablement vers 96, est une clé de lecture et d’interprétation de la construction identitaire de l’Eglise. Dire que Clément intervient dans un contexte d’identité naissante ne doit cependant pas faire oublier qu’une identité n’est jamais figée. Mais comment déterminer ce qui relève d’adaptations ou ce qui menace l’identité ? L’épître de Clément mérite d’être relue en utilisant les concepts proposés par Paul Ricoeur. Les évènements qui agitaient « l’Eglise de Corinthe » furent considérés comme (...) graves car ils relevaient, selon « l’Eglise de Dieu en séjour à Rome », non de « l’identité-mêmeté » mais de « l’identité-ipséité ». Et c’est pourquoi ils portaient atteinte à la construction et à la configuration identitaires de « l’Eglise de Dieu ». Ainsi l’épître est une exhortation qui permet de repérer ce qui commençait à se construire comme « identité-ipséité » d’un « protocatholicisme » succédant au catholicisme primitif. (shrink)

À l’aide d’une autobiographie professionnelle de soixante ans de recherche en formation continue des adultes, l’article explicite les références qui ont ancré philosophiquement la construction d’une problématique rythmoformatrice des apprentissages adultes tout au long et dans tous les secteurs de la vie. Cette construction s’est opérée sur trois périodes transatlantiques : une période initiale en Europe (1959-1969) d’entrée dans la vie adulte (20-30 ans) en recherche-formation laborieuse de sens à la vie ; une seconde au Québec (1969-1985) de (...) conception, construction et conduite de programmes de recherche en éducation permanente à la Faculté de l’éducation permanente de l’Université de Montréal (30-45 ans) ; et enfin une troisième comme professeur-chercheur à l’Université de Tours (1985-2007) en co-création de diplômes et de groupes de recherche-formation universitaire pour adultes (45- 67 ans). Deux ancrages philosophiques préscolaires – la caverne de Platon et l’Émile de Rousseau – et un ancrage postscolaire et transdisciplinaire d’une épistémologie dialectique systémique, apparaissent progressivement contribuer de façon dominante à la conceptualisation d’une problématique rythmoformatrice du cours de la vie adulte, en deux temps (expérientiel/formel) et trois mouvements (auto, socio et écoformation). (shrink)

This dissertation is a study of the nature and development of "modern" political thought, typical features of which include the "state of nature" and "social contract." Specifically, I argue that modern thought is constructive, which is to say that thinking is seen as, at least to some extent, generative of its objects. I focus primarily on Hobbes and Marx as liminal thinkers in the development of modern political thought. I begin with a discussion of the nature of construction in (...) modern thought generally, and in Hobbes specifically. I then ground the claim that Hobbes's texts are originary for modern political thought in two ways. First, I show how many of the methodological principles explicitly adopted by Hobbes are implicitly assumed by Locke. Then, I differentiate Hobbesian metaphysical and epistemological assumptions from two alternate sets of assumptions which Hobbes viewed himself as opposing: Machiavellian virtu; and Christian, medieval neo-Platonism. I then read Hobbes's texts in their relation to Bacon's usage of construction and Hobbes's own development of the social contract. I then transition, via Hegel, to a study of Marx. After providing an account of Marx's early reaction to Hegel, I attempt to show that many of the objections Marx makes to Hegelianism are also made against modern political thought in general. I thus read sections of Marx's early works to illustrate his engagement with early modern thought, and to show how he characterizes this thought as a "despotism" because of its reliance on a "manufactured originary state." I then provide readings of Marx's dissertation critique of Democritus to develop more carefully what Marx means by an atomic or originary state; and of sections of the Holy Family to explore Marx's understanding of "history," and to show how that understanding differs from Hegel's. I conclude with an extended reading of sections of Marx's 1844 Manuscripts, in order to develop more fully his critique of modern political thought, and to sketch his early understanding of what an alternative way of thinking politics might incorporate. (shrink)

The study focuses on the driving instructors of the French Horse and Riding Institute who are confronted with a restructuring of the sector and a reengineering of the training. It addresses professional transitions and their effects in terms of identity dynamics, work and/or training relationships. Fifteen semi-structured interviews were conducted. The results reveal transactions between acquired skills and the change expected by the institution, as well as strong tensions between feelings of legitimacy and forms of recognition by others. Misunderstandings about (...) restructuring blurred the reading of work situations for all the actors. (shrink)

Faced with multiple changes in education, teachers must adapt to the diversity of learner profiles now integrated into regular classes. Our study focuses on a two-pronged support system (group and individual) to support the professional development of school teachers. The creation of dialogical spaces has stimulated exchanges in addition of challenging ideas and values to build new benchmarks that guide the work. The results show that the support provided has encouraged the adoption of practices oriented towards inclusive education principles and (...) helped to develop a common vision within the school team. (shrink)

As an intensive housing construction drive in the late 1950s began to provide separate apartments for millions of Soviet citizens, aesthetic experts envisioned the Soviet home as a potential site for the display of works of art and for amateur aesthetic production. In the context of de-Stalinization, reformist artists and aestheticians committed to the liberalization and modernization of Soviet artistic criteria, promoted the value of amateur art and even of home decorating in the formation of the new person who (...) would live under communism. They also pressed for affordable art and craft to be made available to ordinary people for their new homes. Thereby they would dwell in their new apartments surrounded by beauty in their everyday lives, and would thus, the experts argued, be brought closer to communist consciousness. Moreover sales of art to individual citizens would provide an alternative income stream to fund artists’ production. The possibility of private art consumption would therefore free artists to some extent from their reliance on state commissions and from the strict stylistic and thematic norms and hierarchies of Socialist Realism as established under Stalin. (shrink)

Quinoa farmers in San Agustín, Bolivia face the dilemma of producing for a growing international market while defending their community interests and resources, meeting their basic household needs, and making a profit. Farmers responded to a changing market in the 1970s by creating committees in defense of quinoa and farmer cooperatives to represent their interests and maximize economic returns. Today farmer cooperatives offer high, stable prices, politically represent farmers, and are major quinoa exporters, but intermediaries continue to play an important (...) role in the local economy. Meanwhile, some farmers rebuff the national cooperatives and intermediaries in favor of a denomination of origin and closer association with local cooperatives. This article, based on 4 months of ethnographic research, explores the reasons for the continued presence of intermediaries on the market landscape and how farmers have worked to create a quinoa economy embedded with fair trade values. Farmers demand stable prices, flexible standards, provision of services, and promises of maintaining the distinctive qualities of San Agustín quinoa. They frame their trades in economic, utility, and solidarity terms to reflect their livelihood strategies, farming capabilities, and personal concepts of fair trade. Meanwhile cooperatives, development initiatives, and intermediaries each argue that their particular buying practices allow farmers to attain household goods, credit, and cash for food and economic security. (shrink)

Behavioral intervention techniques leveraging reactive responses have gained popularity as tools for promoting ethical behavior. Choice architects, for example, design and present default opt-out options to nudge individuals into accepting preselected choices deemed beneficial to both the decision-maker and society. Such interventions can also employ mild financial incentives or affective triggers including joy, fear, empathy, social pressure, and reputational rewards. We argue, however, that ethical competence is achieved via reflection, and that heavy reliance on reactive behavioral interventions can undermine the (...) development of ethical competence over the long term. Specifically, drawbacks may occur through motivational displacement, dependency, moral crowding out, loss of personal autonomy, and reactance. We introduce complementary cognitive boosting techniques designed to stimulate reflective cognition, as a more promising long-term strategy for instilling ethical behavior. One such approach is the Moral Self-Awareness (MSA) motivational construct, which incrementally leads agents to increasing levels of ethical reflection. We explain why ethical boosting approaches present more edifying and durable alternatives to reactive behavioral interventions and offer suggestions for social and organizational policy. (shrink)

The UK Supreme Court’s recent judgement inMcCulloch v Forth Valley Health Boardclarifies the standard for the identification of ‘reasonable’ alternative medical treatments. The required standard is that of a reasonable doctor: treatments that would be accepted as proper by a responsible body of medical opinion. Accordingly, the assessment of consent involves a two-stage test: first, a ‘reasonable doctor’ test for identifying alternative treatments; followed by a ‘reasonable person in the patient’s position’ test for identifying the material risks of these reasonable (...) alternative treatments. The separation of consent into two stages is consistent with not only a certain conception of freedom but also a nuanced construct of respect for autonomy that has a normative base. Furthermore, reliance on a reasonable doctor in the first stage is in keeping with a sociological account of medical professionalism, which posits that only doctors, and none others, can determine what is a proper treatment. Yet, reliance on a reasonable doctor permits a plurality of standards for reasonableness, because differences in opinion among doctors are pervasive. The reasons for some differences might be acceptable as unavoidable imperfections in medical decision-making to a reasonable person. But reasons for other differences might be objectionable; and the resultant inequalities in medical treatments would be considered unfair. One solution is to make the plurality of reasonable alternatives available to the patient, but this would introduce practical uncertainty and it is rejected by the Court. The Court’s approach may be pragmatic; however, it seems to allow avoidable injustice in healthcare. (shrink)

The dual concepts of mindfulness and mindlessness are described. Mindfulness is a state of conscious awareness in which the individual is implicitly aware of the context and content of information. It is a state of openness to novelty in which the individual actively constructs categories and distinctions. In contrast, mindlessness is a state of mind characterized by an over reliance on categories and distinctions drawn in the past and in which the individual is context-dependent and, as such, is oblivious to (...) novel aspects of the situation. Mindlessness is compared to more familiar concepts such as habit, functional fixedness, overlearning, and automatic processing. Like mindlessness, these concepts concern rigid invariant behavior that occurs with little or no conscious awareness. The primary difference is that mindlessness may result from a single exposure to information. When information is given in absolute language, is given by an authority, or initially appears irrelevant, there is little manifest reason to critically examine the information and thereby recognize the ways it may be context-dependent. Instead, the individual mindlessly forms a cognitive commitment to the information and freezes its potential meaning. Alternative meanings or uses of the information become unavailable for active cognitive use. Automatic vs controlled processing, while seemingly most similar to mindlessness/mindfulness, are orthogonal to them. One can process information in a controlled but mindless manner, or automatic but mindful. Related concepts like scripts, set, expectancy, labels, and roles direct behavior, but these too may be enacted mindlessly or mindfully. The major consequences of mindlessness/mindfulness are discussed with respect to their relevance for overt behavior , memory, and health. Finally, the relationship between traditional notions of consciousness and mindfulness is briefly examined. (shrink)

Dans les stations de tourisme de montagne, les intersaisons correspondent à des creux d’activité durant lesquels les offres d’emploi alternatives sont peu nombreuses. Les saisonniers se trouvent donc confrontés à une période de chômage cyclique. Cette situation « intermédiaire », réunissant une forme d’incertitude de la relation d’emploi ainsi qu’une relative prévisibilité des périodes de recrutement n’est pas sans susciter certaines controverses. Dans ce contexte, comment sont vécues les phases de chômage saisonnier dans ces territoires? Ces séquences temporelles correspondent-elles à (...) un « temps mort » ou à un temps pluriel? Comment se négocie le temps pour soi dans le cadre d’embauches à contre-rythmes des temps sociaux dominants? Dans le cadre de cette forme d’emploi intermittente, le temps de chômage peut-il être conçu comme un temps de construction de la carrière professionnelle? Cet article s’intéresse aux formes d’adaptation aux rythmes d’emploi et de chômage des saisonniers en montagne et montre comment ces périodes hors-emploi participent de l’intériorisation de rythmicités spécifiques. (shrink)

L’article rend compte d’un dispositif de la « clinique de la multiplicité » mis à la disposition notamment de familles dont la construction identitaire et le lien parent-enfant ont été mis à mal par un contexte de migration forcée. À travers l’exemple de la rencontre clinique d’une mère et de deux adolescents khmers dont l’histoire, marquée par le génocide de l’Angkar, a voulu effacer le noyau identitaire – constitué de tous les éléments de transmission qui font ce (...) que l’on est –, l’auteure montre qu’un « travail de migration » est nécessaire pour permettre à chacun, adolescents et parents, de passer d’un état d’être à un autre et de se reconnaître héritiers des différents mondes dont ils sont issus. La co-construction d’un récit fondateur permettra la restauration psychique en passant par la redéfinition symbolique de leur acte de naissance, sorte de mythe pourvoyeur de sens de leur existence. (shrink)

The various academic works about the analysis of the actual functionning of alternation in professionnal training reveal a great descrepancy with the prescriptive model, qualified institutionnal or organisationnal model. In order to take some distance from this technical coordinative model of alternation in training, the hypothesis is made that the alternant is the one creating bonds.The results of an active resarch, based on the experimentation of a pro-training arrangement made to support this bonding work, are presented and put in perspective (...) with the initial hypothesis. This bonding work is considered a reliance activity of the alternants. Also, the pro-training arrangement built from the richness of the class-group, born from the commitment of the alternants, creates a typical dynamic which we chose to call actor-network. (shrink)

"Le propos de ce livre est une invitation ©ne jamais c©♭der ©la tentation du repli identitaire avec tous ses d©♭riv©♭s sectaires. Comme opium de toutes les soci©♭t©♭s, le repli identitaire est un p©♭ril mondial. Cette tentation est devenue la source d'inspiration et d'animation de toutes les formes de haine, d'hostilit©♭, d'exclusion et d'intol©♭rance. D'o©£ l'urgence plus que vitale de renouer avec ce qui constitue l'identit©♭ humaine dans l'expression la plus signifiante de sa dignit©♭ : penser. Il appartient ©chacun (...) et ©chacune de penser ©partir de la d©♭construction et de porter le message d'espoir et d'avenir pour une humanit©♭ vivante et solidaire. C'est singuli©·rement et collectivement que nous devons d©♭construire. Oser d©♭construire est le seul imp©♭ratif qui vaille pour le sursaut de notre humanit©♭ devant les p©♭rils de l'identitaire qu'il soit id©♭ologique, politique, ©♭conomique, social, culturel, linguistique ou religieux. Face au p©♭ril identitaire, une ©♭thique et une politique de la d©♭construction s'av©·rent incontournables. D©♭construire, c'est nourrir la conviction et l'engagement pour l'impossible, condition de l'horizon de tous les possibles."--Page 4 of cover. (shrink)

The issue of whether teleparallel nonlinear connections exist is resolved by their explicit construction on Finslerian metrics that arise in the Robertson test theory of special relativity (RTTSR), and on the Minkowski metric in particular. The method is an adaptation to the Finsler bundle of a similar construction for teleparallel linear connections. It suggests the existence of a concept of metric compatibility alternative toω μλ +ω λμ = 0 for teleparallel nonlinear connections. A sophisticated system of partial differential (...) equations whose solutions have been discussed in the computing literature is interpreted in geometric terms. The characteristics of the solutions are checked against compliance with the conditionω μλ +ω λμ = 0, an issue whose relevance for this theory derives from the fact that nonantisymmetric connections repeatedly appear in teleparallel geometry. (shrink)

John Rawls's form of constructivism can easily be ramped up into a fullblown metaethics. In this chapter, the author explores an alternative interpretive framework, which basically inverts the roles that the construction of the original position and the reliance on reflective equilibrium play in Rawls's argument. The author sketches out the basic contours of Rawls's thinking if we treat constructivism as his method for theory construction and reflective equilibrium as his metaethics. Metaethics is clearly a part of moral (...) philosophy outside of moral theory. At every major turn in the articulation of Rawls's theory there is a new or more developed account of reflective equilibrium and in particular its justificatory role in the theory. Giving one's argument a form that allows it to more easily appeal to a particular audience, is the job of rhetoric. So it turns out that constructivism is not a metaethical position, but a rhetorical strategy. (shrink)

This paper carries forward the discussion initiated by the publication in 1986 of “A Refutation of Middle Knowledge.” Answers are given to two objections that have been raised against the original argument. Next, an alternative argument by Robert Adams is discussed; this argument has the advantage of avoiding reliance on one of the most controversial premises of the original argument. Finally, a definition is given for “S brings it about that Y,” and this definition is used to construct a proof (...) of the “power entailment principle.”. (shrink)

‘Visualisations play an important role in science’, this seems to be an uncontroversial statement today. Scientists not only use visual representations as means to communicate their research results in publications or talks, but also often as surrogates for their objects of interest during the process of research. Thus, we can make a distinction between two contexts of usage here, namely the explanatory and the exploratory context. The focus of this paper is on the latter one. Obviously, using visualisations as surrogates (...) for their objects of depiction presupposes the assumption that the former can tell us something relevant about the latter. Thus, a particular referential relation between object and image has to be assumed that can transfer the relevant information. Furthermore, as science is a collaborative enterprise – a social activity – this information has to be intersubjectively accessible and stable. Nonetheless, philosophers of science still quarrel about the epistemic and ontological status of such visualisations. After all, they are means to visualise theoretical entities, such as the Higgs Boson, i.e. entities that are principally not observable with the unaided eye. Especially the significant reliance on information technology devices to access this world of the unobservable provokes a lot of suspicion with regard to the referential status of such visualisations. In this sense, quite a few philosophers adopt social constructivism as an explanatory hypothesis. A particular image is constructed with the aid of instruments and theoretical assumptions; hence it does not refer to an entity outside this system. In this paper, I will critically analyse this assumption and try to argue for an alternative point of view. (shrink)

This essay explores the plausibility of attempting to justify the imposition of risk on young children, in the course of therapeutic treatment or nontherapeutic research, by an appeal to proxy consent. In particular, Richard McCormick's reliance on this type of defense is examined and rejected, and an alternative basis for determining the justifiability of such treatment is partially sketched – one which avoids any attempt to ‘construct’ consent on the part of the child. CiteULike Connotea Del.icio.us What's this?