Although the social and economic structure of peasant households exhibited much continuity before and after the rise of capitalism, those households were not rigid or inflexible in the face of economic change. A study of peasants in a Dutch region shows that households, motivated and bound by both cultural and economic factors, made careful choices in how to react to capitalist pressures. By responding actively and deliberately, peasants were able to exert significant control over their lives and their future and (...) did not become mere victims of capitalist development. Indeed, instead they actually helped shape the local economy. (shrink)

L'A. se penche sur la pensée de saint Thomas d'Aquin pour en lever les ambiguïtés apparentes, notamment au sujet de l'âme. Il définit cette dernière comme forme du corps mais elle subsiste en elle-même. Comprendre se fait sans organe corporel en la conversio ad phantasma. L'abstraction appréhende la forme pure et aussi l'essence avec la matière commune. La substance est à la fois individuelle et universelle. La conversio ad phantasma décrit l'abstraction initiale. L'A. définit ainsi aussi l'intelligere, la ratio et (...) l'intellectus en en levant les ambiguïtés. Saint Thomas d'Aquin passait facilement d'un ordre à l'autre, essentiel ou existentiel, parce que dans sa vision hiérarchique de l'univers chaque unité se transcende vers une unité ultérieure jusqu'à ce que Dieu soit atteint. (shrink)

This paper explores the nature of the language used when teaching mathematics to young children. It proposes that an important part of the teaching of a mathematical concept is the introduction of specific terminology. Children may need to be taught new meanings for already familiar words. The timing of these introductions to new words or meanings is critical to their understanding of the concepts being taught. It will be argued that there are two aspects of the children's learning that need (...) to be considered. First, their understanding of the concept being introduced, and secondly, their learning the appropriate word to describe that concept. By assessing children's understanding of new mathematical concepts through their own use of the terminology, the teacher can then negotiate new meanings with them through practical experiences, introducing new word meanings only when the concepts have been understood. (shrink)