This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay (...) are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. (shrink)

The author confronts the place of today's world in the context of human history. He focuses on such major issues of the twentieth century as human progress, fanaticism, & science.

t. 1. Les notions au programme : séries ABCDEFG et CI, la dissertation : méthodologie et exemple, l'exercice sur texte : définition et exemple, l'histoire des philosophes au programme.

The beyond that is within.--Morality and religion.--The relation of philosophy to the sciences.

In this influential work, first published in English in 1963, Durkheim and Mauss claim that the individual mind is capable of classification and they seek the origin of the ‘classificatory function’ in society. On the basis of an intensive examination of forms and principles of symbolic classification reported from the Australian aborigines, the Zuñi and traditional China, they try to establish a formal correspondence between social and symbolic classification. From this they argue that the mode of classification is determined by (...) the form of society and that the notions of space, time, hierarchy, number, class and other such cognitive categories are products of society. Dr Needham’s introduction assesses the validity of Durkhiem and Mauss’s argument, traces its continued influence in various disciplines, and indicates its analytical value for future researches in social anthropology. (shrink)

Cet article présente les paradigmes de la cécité au changement. J'y identifie et évalue les interprétations perceptives et cognitives des déficits induits par des manipulations de l'attention, et critique le critère épistémique proposé par Dretske en faveur de la conception cognitive. Mon argument souligne l'influence de l'attention sur le contenu de l'expérience perceptive.

[1] The Hellenic age.--[2] The Hellenistic & Roman age.--[3] The Middle Ages and the Renaissance.--[4] The seventeenth century.--v. 5. The eighteenth century.--v. 6. The nineteenth century: period of systems, 1800-1850.--v. 7. Contemporary philosophy--since 1850.