Après avoir rappelé quelques éléments de l’histoire de la police et décrit ses fonctions administratives et judiciaires, l’auteur souligne les évolutions de nos modes de vie, de l’insécurité, et leurs réponses institutionnelles massivement répressives, punitives et onéreuses qui ont prévalu jusqu’à présent. Le sentiment d’insécurité est à la croisée de l’insécurité réelle et de l’insécurité subjective liée à des facteurs autres, tels l’effritement des liens sociaux, la précarité du travail ou l’aménagement urbain. Face à ces bouleversements, la police doit négocier (...) avec les populations mais aussi avec les contraintes institutionnelles et les réformes successives des organisations. Dans le même temps, elle subit un virage technologique important autour des numéros d’appels centralisés et du recours aux véhicules d’intervention. Ces réformes éloignent la police de la population et des lieux sensibles où les patrouilles à pied marquaient la présence de la force publique. La police communautaire ou la police de proximité tentent de remédier au problème. On attend d’elles polyvalence, responsabilité et résultats. Généralisée, présentée comme le remède à tous les maux, cette mise en œuvre fait pourtant face à de multiples difficultés techniques, comme au sein des partenariats locaux, et à des résistances internes. Désarçonnée, la police a besoin d’une vision politique qui lui permette de situer sa mission et ses fonctions dans une société complexe en perpétuel mouvement. (shrink)

Cet article entend montrer que Nietzsche conçoit l’histoire comme n’étant pas simplement une pure discipline théorique, mais comme une dimension spécifique de l’existence humaine, impliquant une manière singulière de se rapporter au réel. Pour cette raison, elle doit être repensée en tant que « sens historique », plutôt que seulement comme science historique. À condition d’être convenablement pensé et maîtrisé, le sens historique est aux yeux de Nietzsche tout à la fois une condition du possible retour à la santé de (...) l’homme moderne, et une vertu nécessaire du philosophe authentique, vertu qui apparaît pour finir comme un élément constitutif de la notion de « généalogie » que Nietzsche met en place en 1887. (shrink)

Let texted de Nietzsche se caractérise par l'usage de métaphors ed d'images multiples. Nietzshce affirme que nous n'avons accès à rien de plus qu'a des images. Il repense à la fois, de façcon polémique et contre tout dualisme, le statut de l'image, et la «connaissance» dont nous sommes susceptibles. L'image n'est alors que l'autre nom de l'«interprétation», nom qui permet de préciser en quel sens celle-ci doit être entendue. En conséquence, la tâche d'une philosophie neuve ne doid consister qu'a produier (...) de meilleures images, qui permettent de faire advenir un plus haut degré de culture - l'image apparaissant alors comme l'un des pivots essentiels du double versant, généalogique et créateur, de la pensée de Nietzsche.Nietzsche's text is characterized by the constant use of metaphors and images of various sorts; and he contends that we can know nothing more than images. He rethinks both the very concept of "image" in a controversial way and so the "knowledge" we are capable of. "Image" then is nothing but the other demonmination of "interpretation", a denomination which must be read as an enlightenment on how "interpretation" should be understood. Consequently, the task of a new philosophy should consist only in discovering better images, in order to create new values and a higher degree of culture - so that the image can indeed finally be understood as an essential axis of the two sides of Nietzsche's thought.Nietzches Text zeichnet sich durch den Gebrauch von vielfaltigen Bildern und Metaphoren aus, und er behauptet, dass wir nur zu Bildern Zugang haben. Er überdenkt - in oft polemischer und eindimensionaler Weise - den Stellenwert des Bildes und damit auch die "Erkenntnis", zu der wir imstande sind. Das Bild ist somit ein anderer Begriff für "Interpretation"; mit ihm interpertiert Nietzsche, wie "Interpretation" zu verstchen ist. Die Aufgabe einer neuen Philosophie kann so nur darin bestehen, bessere Bilder zu schaffen. Um ein höhere Kulturstufe zu erreichen, erscheint das Bild damit als ein esssentieller Dreh- und Angel-unkt von Nietzches zwischen Genealogie und Genialität angesiedeltem Denken. (shrink)

Ce travail montre que la critique nitezschée des méthodes jusqu'lei pratiquées par les philosophes n'équivaut en rien à un refus de toute méthode. Disqualifiant l'idéal de rationalité ou de systématicité, Nietzsche repense les exigences méthodiques à partir de l'analyse de l'«esprit scientifique». Cette réflexion révèle la rigueur propre de sa démarche, et permet de comprendre le rôle qu'y jouent l'expérimentation, le sens historique, l'économie des principes et plus encore la recommendation de «prendre le corps pour fil conducteur» de l'enquête philosophique.Diese (...) Arbeit zeigt, dass Nietzsches Kritik der Methoden, die bisher von den Philosophen verfolgt wurden, keineswegs eine Zurückweisung jeder Methode bedeutet. Indem er die Ideen von Rationalität und Systematizität kritisiert, formuliert Nietzsche methodische Erfordernisse neu im Ausgang von der Analyse des "wissenschaflichen Geistes". Die Strenge dieser Reflexion ermöglicht, die Rolle des Experiments, des historischen Sinns, der Prinzipien-Sparsamkeit und vor allem der Aufforderung einzuschätzen, im Rahmen der philosophischen Arbeit "den Leib als leitfaden" zu nehmen.This paper shows that Nietzsche's criticism of traditional philosophical methods does not imply he dismisses all methodical demand. His rejection of rationality or systematicity is to be understood as a consequence of the new methodological demands which emerge from his analysis of the "scientific spirit". This reflection reveals the specific rigour of Nietzsche's approach, and makes it possible to understand the role played in this respect by experiment, historical sense, the economy of principles, and above all by Nietzsche's request to take "the body as a guiding thread" of all philosophical research. (shrink)

Le philosophe, que caractérise selon Nietzsche la vertu d’indépendance, se trouve par là condamné à la solitude. Celle-ci toutefois ne doit pas être conçue de manière négative, comme un simple retrait hors du monde, ou comme un refus de toute relation et de toute altérité. L’individu n’est pas une substance, mais un complexe de forces, c’est-à-dire un « corps » qui est non seulement structuré à la manière d ’une communauté, mais aussi par les relations sociales externes dans lesquelles l’individu (...) se trouve d’abord engagé. La solitude ne doit pas en conséquence être confondue avec un simple état d’ isolement . Elle consiste en une épreuve , en un mouvement de conquête de la singularité, contre les valeurs du « troupeau » qui ont été incorporées. Une telle conquête requiert que soient considérés et questionnés les autres hommes et valeurs dans leur diversité. Et elle fait surgir l’exigence d’une communauté qui apparaît comme la condition paradoxale d’une solitude authentique. (shrink)

[1] Synthèses critiques.--2. Carrefours critiques.

Background: While academics contribute to the development of society through all the subjects that they work on, they also have other important tasks to fulfill, such as being role models for their students and society. Therefore, the place of academic ethical values is a significant topic for academic nurses. Objective: The main objective of this research was to examine the attitudes of academic nurses toward academic ethics. Research design: This descriptive and cross-sectional research study was conducted between March and June (...) 2017 in three different public universities in Turkey. The research sample consisted of 132 nurses in different professional positions at different universities who volunteered to participate in the study. The data were collected with an Information Form and an Academic Ethical Values Scale developed in Turkey. Ethical considerations: Ethical approval was granted by the institutions involved, and all participants provided informed verbal consent. Findings: The attitudes of academics participating in the research on academic ethical values were found to be highly positive. When the sub-dimensions of the scale were examined, the dimension with the highest average attitudinal score is found to be “values regarding the teaching process” and the dimension with the lowest average attitude score is found to be “values regarding society.” Depending on the participants’ academic position, it was determined that the total average score for the Academic Ethical Values Scale and the average scores of the “values regarding scientific research” and “values regarding the teaching process” sub-dimensions differed significantly (p < 0.05). Conclusion: It was found that academic nurses had highly positive attitudes of toward academic ethical values. It can be argued that academics act more responsibly with regard to the ethical values of the teaching process than other areas. In addition, academics who are professors are most sensitive in their perception of academic ethical values. (shrink)

La philosophie moderne tente souvent de faire du scepticisme un simple instrument ou moment provisoire de la recherche d ’ une certitude. Au travers surtout de l ’ étude du Traité de la nature humaine (I, IV), on montrera ici qu ’ à l ’ inverse le scepticisme de Hume est un scepticisme consistant, puisqu ’ il ne contredit pas le « naturalisme » et n ’ est pas non plus un simple moyen qui lui serait subordonné. Étant en relation (...) avec lui non seulement de l ’ extérieur mais par essence, le scepticisme mitigé se maintient au travers de nos croyances mêmes, de sorte que se limitant lui-même il devient la condition de leur réflexion et de leur modération. Il apparaît ainsi à la fois comme une doctrine philosophique consistante et comme une manière de vivre philosophique, modérée et responsable. (shrink)

Retention of postgraduate students is a complex problem at higher education institutions. To address this concern, various forms of academic support are offered by higher education institutions to nurture and develop the pipeline of postgraduate students. The support provided to postgraduate students tends to emphasize academic support at times at the expense of psychosocial or non-academic support. Non-cognitive skills were underscored as integral to determining academic and employment outcomes and thus, may need to be investigated more. This manuscript reports on (...) an attempt to filter and consolidate the literature reporting on interventions for postgraduate students that include the development of non-cognitive skills. A systematic review was conducted, because it enabled rigorous and replicable process of consolidating literature. Covidence software was used as a digital platform for the systematic review. The review was conducted at four levels as per the PRISMA guideline namely, identification, screening, eligibility and final summation. The filtration process attempted to answer the following research questions: (1) How are non-cognitive factors or skills defined? (2) Which non-cognitive skills were included in support for postgraduate (Masters and Doctoral) students in the higher education setting?, and (3) How have non-cognitive skills been included in support interventions provided to retain postgraduate students? Descriptive and theory explicative metasynthesis was used for the summation and data extraction. The primary finding was that the term non-cognitive was not used explicitly in the included studies to describe skills or factors supporting student retention. The discourse centered around support and social support as non-academic factors and skills. This suggested that non-cognitive skills were constructed as co-curricular and not integrated into the postgraduate academic project or core learning outcomes. The findings highlighted the distinction between non-cognitive skills and factors and illustrated how skills and factors operate at different levels with different spheres of influence. The formats of support provide an intersectional space where skills and factors are combined. (shrink)

Economists working on behavioral economics have been awarded the Nobel Prize four times in recent years. This book explores this innovative area and in particular focuses on the work of Harvey Leibenstein, one of the pioneers of the discipline. The topics covered in the book include agency theory; dynamic efficiency; evolutionary economics; X-efficiency; the effect of emotions, specifically affect on decision-making; market pricing; experimental economics; human resource management; the Carnegie School, and intra-industry efficiency in less developed countries.

This article argues that the definition of land grabs in public debate is a politically contested process with profound normative consequences for policy recommendations regarding the future of the family farm model. To substantiate this argument, I first explore how different definitions of land grabbing bring into focus different kinds of actors and briefly survey the history of land grabbing in Canada. I then introduce the public debate about land grabbing in Québec and discuss its evolution from its beginning in (...) 2009 up until the provincial public inquiry on land grabs in March 2015. Here, I make critical observations regarding each participant’s position, showing how different definitions of land grabbing has significant implications for policy recommendation and the promotion of different agricultural business models. More specifically, I emphasize how these discussions crucially fail to consider indigenous people’s land rights and ignore the constraints imposed by the corporate food regime on family farms. I conclude by suggesting that the adoption of a food sovereignty approach to land governance helps redirect attention to these important issues and provide insight into imagining more sustainable alternative models of agriculture. (shrink)

Issues related to research integrity receive increasing attention in policy discourse and beyond with most universities having introduced by now courses addressing issues of good scientific practice. While communicating expectations and regulations related to good scientific practice is essential, criticism has been raised that integrity courses do not sufficiently address discipline and career-stage specific dimensions, and often do not open up spaces for in-depth engagement. In this article, we present the card-based engagement method RESPONSE_ABILITY, which aims at supporting researchers in (...) developing their ability to respond to challenges of good scientific practice. The method acknowledges that what counts and what does not count as acceptable practice may not be as clear-cut as imagined and that research environments matter when it comes to integrity issues. Using four sets of cards as stimulus material, participants are invited to reflect individually and collectively about questions of research integrity from different perspectives. This approach is meant to train them to negotiate in which contexts certain practices can still be regarded as acceptable and where possible transgressions might begin. RESPONSE_ABILITY can be seen as fostering the creation of an integrity culture as it invites a more reflexive engagement with ideals and realities of good practice and opens a space to address underlying value conflicts researchers may be confronted with. Concluding the article, we call for caution that addressing issues of integrity meaningfully requires striking a delicate balance between raising researchers’ awareness of individual responsibilities and creating institutional environments that allow them to be response-able. (shrink)

While political economic perspectives of urban globalization tend to generalize the economic pressures upon socio-political transformations of cities, recent European research has stressed the institutional context of urban collective action. However, the structural bias of the European city model merely complements the criticized economization by a culturalist essentialization of urbanity, and thus fails to conceptualize political agency. In order to elaborate the theoretical foundations of a political counterhypothesis to urban globalization, this article clarifies the different historical and normative conceptions of (...) institutional structure and agency in the urban context. Most research of cities implies — more or less implicitly — a common urban ideal which associates centrality with a local integration potential of plural societies. However, distinguishing between a historically embedded empirical category, a normative model of public space, and an analytical ideal-type of political agency helps to overcome the static structural conception of an essentially European urban culture and problematizes the role of knowledge models in reflectively constructing urban realities. Therefore, a dynamic and contextual relation between political economic functions, historic heritage, and normative frames might contribute to an open-ended comparative framework of urban collective action that can be applied to any ordinary city across and beyond Europe. (shrink)

(1993). Evolutionary competence in the postmodern family: An idealized design approach. World Futures: Vol. 36, Evolutionary Consciousness, pp. 81-105.

Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice, and makes those theories relateable through the lens of practitioners' experiences. Each chapter in this edited collection considers a contemporary issue and explores its potential to be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, (...) gender, language and social orientations. (shrink)

Μελέτη τῶν ἰρανικῶν κυρίων ὀνομάτων πού περιέχονται στίς ἐπιγραφές τοῦ "Ἄϊ Χανούμ.

This paper argues that the ubiquitous digital networks in which we are increasingly becoming immersed present a threat to our ability to exercise free will. Using process philosophy, and expanding upon understandings of causal autonomy, the paper outlines a thematic analysis of diary studies and interviews gathered in a project exploring the nature of digital experience. It concludes that without mindfulness in both the use and design of digital devices and services we run the risk of allowing such services to (...) direct our daily lives in ways over which we are increasingly losing control. (shrink)