Imagine you and your friend Pierre agreed on meeting each other at a café, but he does not show up. What is the difference between a friend’s not showing up meeting? and any other person not coming? In some sense, all people who did not come show the same kind of behaviour, but most people would be willing to say that the absence of a friend who you expected to see is different in kind. In this paper, I will spell (...) out this difference by investigating laypeople’s conceptualisation of absences of actions in four experiments. In languages such as German, French, Italian, or Polish, people consider a friend’s not coming an omission. Any other person’s not coming, in contrast, is not considered an omission at all, but just a mere nothing. This use of the term omission differs from the usage in English, where ‘omission’ refers to all kinds of absences. In addition, ‘omission’ is not even an everyday term, but invented by philosophers for the sake of philosophical investigation. In other languages, ‘omission’ is part of an everyday vocabulary. Finally, I will discuss how this folk concept of omission could be made fruitful for philosophical questions. (shrink)

Is it tautological to call an action "wrongful discrimination?" Some philosophers and political theorists answer this question in the affirmative and claim that the term "discrimination" is intrinsically evaluative. Others agree that "discrimination" usually conveys the action’s moral wrongness but claim that the term can be used in a purely descriptive way. In this paper, we present two corpus studies and two experiments designed to test whether the folk concept of discrimination is evaluative. We demonstrate that the term has undergone (...) a historical development and is nowadays no longer used purely descriptively. Further, we show that this evaluation cannot be cancelled without yielding a contradiction. We conclude that the descriptive use of "discriminatory" is a thing of the past. (shrink)

Résumé – Nous nous intéressons à l’enseignement et l’apprentissage de l’infini en classe de mathématiques en considérant les différences et les relations entre infini potentiel et infini actuel. Nous présentons les principaux éléments de notre étude philosophique, épistémologique et didactique, ainsi que trois situations visant à conduire un travail explicite avec les élèves sur ces questions en début de lycée. ---------------------------------------------------------------------------------------------------- --------------------------------- Abstract – We are interested in the teaching and learning of infinite in mathematics class, taking into account the relations (...) between potential infinite and actual infinite. We report the main elements of our current philosophical, epistemological and didactical study; we also present three mathematical situations that we consider relevant for this purpose and to be explored with 10 and 11 grade students. (shrink)

Marie-Michèle Blondin et Pascale Devette.

In lieu of an abstract, here is a brief excerpt of the content:Dispelling the Myth of the Non-Singer:Embracing Two Aesthetics for SingingLouise M. PascaleI entered the Music Workshop course with trepidation. Of all the courses in my Master's program, I feared this one the most. My experiences with music have always been negative ones. As I entered the classroom, memories surfaced of the time I was told to mouth the words so I would not throw the rest of the class (...) off key and when I was laughed off the stage after a friend and I attempted a rendition of "Rolling O'er the Billows." After that, I was convinced I should not sing.1Maxine Greene reminds us how easy it is to get caught in the "main text of life," one that is "negotiated mostly by convention, routine, habit, duty and one we have very little choice in."2 Our long-held acceptance of the "singer" and "non-singer" provides a perfect example of Greene's metaphor. The traditional meaning of "singing" is created out of convention and habit, perpetuated by the "main text" (white, middle class) values of American society.Singing, as it is understood in today's educational settings, settled into its role in American music education as a result of a number of significant decisions made as early as the 1600s by prominent leaders of the church.3 Each of these decisions added to the growth and strength of the view of singing that became [End Page 165] what I refer to as a "taproot"4 in music education. This taproot continued to settle comfortably into the groundwork of music education and has had major and long-lasting effects on how we generally perceive and experience singing.The Western perspective of singing is wedded to a multitude of assumptions and beliefs and, over a period of time, has taken on complex meaning. It is associated with subtle nuances, such as valuing the high, lilting soprano voice over the alto. It is connected to various philosophies and strongly held convictions, such as improving vocal performance through the mastery of musical literacy, and even exclusionary practices, such as selecting out the "better singers" and suggesting that others refrain from singing at all.Perhaps the most profound consequence of this entrenched taproot is that it has left American society with a very limited perception of "singing." This singular, well-supported root, albeit strong, impenetrable, and closely connected with a number of cultural and societal assumptions, effectively narrows the scope of our perceptions, our language, our philosophy, and our teaching practices in the domain of singing in education. Illustration of the powerful ways music relates to and directly expresses the social attitudes and cognitive processes of a culture are found in the work of John Blacking and John Miller Chernoff.5 Their work provides an opportunity to reflect on the cultural and societal influences of the "taproot" philosophy of music education and the ways these have created limitations on who expresses themselves musically, why, how, and for whom.One of the most critical of those limitations is that we have classroom teachers who rarely, if ever, sing with their students. The gap between those in education who sing and offer musical activities to their students and those who do not is greater than ever. The "non-singer" mentality persists in educational communities and is not being addressed in music education circles. Singing continues to be considered, by most educators, to be a complicated skill that must be learned and requires training in breathing, vocal technique, and diction, and a basic knowledge of note reading.Many have strong feelings about singing; it is not a neutral subject. When the topic of singing is brought up, some involved in the conversation are likely to personalize it and be eager to share stories about their singing ability and to express their opinions about whether or not they qualify as a "singer." Sometimes the reactions can be extreme. Some people shy completely away from singing, to the point of running from the room at the mere suggestion that they might be asked to participate in singing in public. Others have an opposite reaction and experience singing as an enjoyable activity... (shrink)

The works of the Tibetan logician Phya pa Chos kyi seng ge (1109–1169) make abundant use of a particular type of argument that I term ‘argument by parallels’. Their main characteristic is that the instigator of the argument, addressing a thesis in a domain A, introduces a parallel thesis in an unrelated domain B. And in the ensuing dialogue, each of the instigator’s statements consists in replicating his interlocutor’s previous assertion, mutatis mutandis, in the other domain (A or B). I (...) show that such a dialogue involves two parallel arguments that develop in an intersecting zigzag pattern, and discuss the principles involved in the establishment of the conclusion from the perspective of parity of reasoning and analogical argument. I examine the overall rhetorical strategy directing the use of arguments by parallels and the pedagogical and explanatory functions they can serve. I also evaluate the plausibility of their use in Phya pa Chos kyi seng ge’s works mirroring a contemporary practice of oral debate, and reflect on the status of such arguments in the framework of Indo-Tibetan logic. (shrink)

This paper examines the modalities and mechanism of text-use pertaining to Indian and Tibetan material in a selection of Tibetan Buddhist epistemological treatises written between the eleventh and the thirteenth century. It pays special attention to a remarkable feature of this corpus: the phenomenon of “repeat,” that is, the unacknowledged integration of earlier material by an author within his own composition. This feature reveals an intellectual continuity in the tradition, and is found even for authors who claim a rupture from (...) their predecessors. Regarding acknowledged text re-use in the form of quotations, I consider which factors condition the identification of the source or the lack thereof, and what role quotations play for the respective authors. In particular, I discuss whether any inference can be drawn, from the presence or absence of quotations, about an author’s knowledge of the corresponding source. (shrink)

This paper presents the main aspects of the views of the Tibetan logician Phya pa Chos kyi seng ge (1109–1169) on argumentation “by consequence” (thal ʼgyur, Skt. prasaṅga) based on his exposition of the topic in the fifth chapter of his Tshad ma yid kyi mun sel and on a parallel excursus in his commentary on Dharmakīrti’s Pramānaviniścaya. It aims at circumscribing primarily the nature and function of consequences (thal ʼgyur/thal ba) for this author—in particular the distinction between “proving consequences” (...) and “refuting consequences”—and the form prescribed for their enunciation in the context of debate. In addition to pointing out differences with the systems adopted by his predecessors, contemporaries and successors, the paper also discusses some of the similarities and differences between Phya pa’s understanding of argumentation by consequence and the notion of reductio ad absurdum in Western logic. (shrink)

In this paper we reflect on the challenges of maintaining traditional ethical standards in social health research with asylum seeker detainees. Researchers in this context who begin from a clear advocacy position can face various dilemmas in the research process. The need to demonstrate particular research outcomes that support an advocacy position has the potential to compromise the veracity of the research endeavour. We review the potential benefits and risks to researchers and asylum seekers in this area, and argue that (...) such research must be faithful to the realities encountered, so that rigour is not compromised by the interests of advocacy and a researcher’s own moral imperatives. (shrink)

La musique occupe une place significative dans la pensée de Gilles Deleuze, de la musique contemporaine aux musiques baroque, classique et romantique, et plus largement à l'ensemble des signaux sonores. Sollicitée au niveau expressif, technique, historique, non moins qu'anthropologique et politique, la musique prend part aux grands concepts deleuzo-guattariens - ritournelle, rhizome, agencements, machines - pour n'en citer que quelques-uns, désormais traduits dans de nombreuses langues. Un état des lieux des relations que la musique entretient avec la pensée de Gilles (...) Deleuze - domaine qui n'a pas encore fait l'objet d'une recherche approfondie en France - est apparu nécessaire. Ce premier ouvrage collectif en français réunit les travaux de musicologues, ethnomusicologues, compositeurs, philosophes et théoriciens de l'art qui font appel au corpus de sa pensée dans le domaine musical. Comment Deleuze s'inspire-t-il et s'instruit-t-il de la pratique musicale qui lui est contemporaine pour créer ses concepts, et en retour, quelle est l'incidence des lectures de ses textes sur la création, la musicologie, l'esthétique, l'ethnomusicologie, les techniques et les technologies musicales? Ce livre entend repérer l'impact de ces outils de pensée sur la recherche et la création musicale contemporaine tant pour l'approche des cultures orales que pour les besoins de l'analyse ou ceux de l'écriture. (shrink)

L’absurdité du monde et l’inquiétude face au sens de l’existence semblent être des affects négatifs. Par un dialogue entre Albert Camus et Jacques Lavigne, nous tenterons d’explorer le caractère créatif de ces affects. Camus et Lavigne partent d’une critique du matérialisme et de l’idéalisme afin d’ancrer leur théorie dans l’existence , en pensant conjointement les idées et la matérialité. Ils découvrent le rôle précieux de l’absurde et de l’inquiétude. Ces affects agissent comme vecteurs de l’action humaine et permettent d’initier le (...) sujet à la solidarité. Néanmoins, la société est organisée de telle manière que le sujet doit constamment s’opposer à la possibilité d’une neutralisation de ses affects. En ce sens, rester inquiet et conscient de l’absurdité de l’existence appelle une résistance du sujet. (shrink)

This article seeks to explain how and why groups and networks of undocumented migrants mobilizing in Berlin, Montréal, and Paris since the beginning of the 2000s construct different types of claims. The authors explore the relationship between undocumented migrants and state authorities at the local level through the concept of the citizenship regime and its specific application to undocumented migrants. Despite their common formal exclusion from citizenship, nonstatus migrants experience different degrees and forms of exclusion in their daily lives, in (...) terms of access to certain rights and services, recognition, and belonging within the state. As a result, they have an opportunity to create different, specific forms of leeway in the society in which they live. The concurrence of these different degrees of exclusion and different forms of leeway defines specific conditions of mobilization. The authors demonstrate how the content of their claims is influenced by these conditions of mobilization. (shrink)

The Tibetan Buddhist logician Phya pa Chos kyi seng ge devoted a large part of his discussion on argumentation to arguments by consequence. Phya pa distinguishes in his analysis arguments by consequence that merely refute the opponent and arguments by consequence that qualify as probative. The latter induce a correct direct proof which corresponds to the reverse form of the argument by consequence. This paper deals with Phya pa’s classification of probative consequences based on the type of the logical reason (...) involved. I first establish the basis of Phya pa’s classification—the typology of logical reasons in inference-for-oneself—with a special attention to logical reasons consisting in the ‘apprehension of something incompatible [with the negandum]’ and among them the specific case of the ‘apprehension of the cause of something incompatible [with the negandum]’. The treatment of the latter is shown to be instrumental in Phya pa’s classification, as well as in explaining the divergences that occur in the models adopted by his successors, such as gTsang nag pa brTson ʾgrus seng ge and mTshur ston gZhon nu seng ge. Turning to Phya pa’s effective application of this typology when he resorts himself to arguments by consequence, I examine Phya pa’s rephrasing, in the form of four arguments by consequence, of the discussion on the relation between the two realities found in the Saṃdhinirmocanasūtra and relate it to a parallel discussion in an earlier Madhyamaka work by rGya dmar ba Byang chub grags. I compare the variant versions of these four arguments in three Madhyamaka works of Phya pa and show that the differences pertaining to the identification of the type of the logical reason result from apparently insignificant variations in the formulation of each of the arguments. In the conclusion, I discuss the potential philosophical or practical interest of such a classification. (shrink)

Deceptive implicatures are a subtle communicative device for leading someone into a false belief. However, it is widely accepted that deceiving by means of deceptive implicature does not amount to lying. In this paper, we put this claim to the empirical test and present evidence that the traditional definition of lying might be too narrow to capture the folk concept of lying. Four hundred participants were presented with fourteen vignettes containing utterances that communicate conversational implicatures which the speaker believes to (...) be false. We further collected several potential proxy measures of lying, to get a better understanding of when a deceptive implicature is considered a case of lying. The results indicate that most implicatures (ten out of fourteen) were evaluated as lies and that lie ratings were closely tracked by the degree to which speakers were considered to have committed themselves to the truth of the content conveyed by their deceptive implicatures. (shrink)

L’ouvrage de David Niget est tiré d’une thèse soutenue à Angers, bel aboutissement d’un travail de cotutelle et d’un projet d’histoire croisée entre la France et le Québec. Devenu au fil des ans le principal spécialiste français de l’histoire de la justice des mineurs pour le premier xxe siècle, David Niget a, plus récemment, étendu ses études à la Belgique et, sans abandonner son champ de recherche, s’est plus directement investi dans des recherches sur « Jeunesses et violences ». Il (...) s’intér... (shrink)

Sobrement intitulé « Colonisations » ce numéro est le produit d’une envie et d’une actualité historiographique. L’envie de voir et penser large, d’ouvrir davantage la revue à des espaces non occidentaux, de rendre possible une réflexion sur la circulation des modèles et les connexions entre les différents espaces colonisés. Cette envie participe du renouveau de l’histoire coloniale et impériale outre-Atlantique, de son développement en France, et de la faible visibilité des femmes et du genre...

This paper examines a passage of the eleventh chapter of the Rigs gter of Sa skya Paṇḍita on the division of arguments by consequence of the form “Because S is P, it follows that it is Q” with respect to the type of relation between P and Q. This passage appears in quite different versions in several available recensions of the Rigs gter, all of which are problematic to some extent. The different interpretations of the commentators can be shown to (...) derive from their reliance on different versions of the text, which they strove to make sense of through two distinct strategies. Following up on the examination of a division of arguments by consequence along the same line in the works of Sa skya Paṇḍita’s Tibetan predecessors, in particular Phya pa Chos kyi seng ge and mTshur ston gZhon nu seng ge :883–938, 2016b), I evaluate the diverging versions of the Rigs gter against a coherent logical scenario founded on Sa skya Paṇḍita’s discussion pertaining to the types of logical reasons in inference in the tenth chapter of his work and comparison with the classification by Phya pa. I offer a hypothesis regarding the genesis of the problematic versions of the passage on the classification of consequences in the Rigs gter based on the comparison with the classification found in mTshur ston’s epistemological work. I propose that the composition of this portion of the Rigs gter might have involved a textual reuse of mTshur ston’s classification, even though mTshur ston and Sa skya Paṇḍita disagree on background issues. This very disagreement imposed changes to the reused text that led to problematic readings. (shrink)

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, (...) word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on listening comprehension; (3) decoding depends on word reading; (4) Morphological awareness and vocabulary have an indirect influence on word reading via both listening comprehension and phoneme awareness; (5) the components of morphological awareness assessed by our tasks have independent relationships with listening comprehension; and (6) neither phonemic nor morphological awareness influence vocabulary directly. The implications of these results with regard to early reading acquisition among low SES groups are discussed. (shrink)

This article explores how Levinas’s analysis of family relations (paternity, filiality, fecundity, and maternity) and the ethical relationship to the other (requiring both a paradoxical process of separation and the aptitude to be ethically ordained) can retrospectively enlighten our understanding of King Lear. It first shows how, in the Shakespearean tragedy, Levinas’s ethical answer, “here I am,” cannot be dissociated from fearless speech, which becomes the manifestation of the ethical relationship to the other. It then focuses on the Levinasian paradox (...) of “separation” as a prerequisite to the ethical relationship, and sees how this is radically distorted in the families presented in King Lear. It finally considers Levinas’s idea of maternity as a responsibility for others to the point of substitution, to questions the absence of mothers in King Lear and argue that the denouement of the tragedy can be regarded as a gender-reversed variation on the mater dolorosa motif. (shrink)

Lorsqu’elle nous reçoit à Conakry, en république de Guinée, ce 22 janvier 2002, Mme Kadidiatou Diallo prépare la commémoration de la « journée des pendus » au cours de laquelle, le 25 janvier 1971, de nombreuses personnes furent exécutées par pendaison à travers toute la Guinée, sur ordre du président de la République Ahmed Sékou Touré. Mme Diallo Telli a déjà accordé de nombreux entretiens à des journalistes qui l’ont interrogée sur son époux, Boubacar Diallo Telli, une des plus célèbres (...) per... (shrink)

On édite ici un sermon de Robert Holcot, frère prêcheur anglais actif dans les années 1331-1344, d’après le manuscrit 342 de la bibliothèque municipale de Toulouse. Ce discours introduit un commentaire à la Genèse qui est perdu. Il a dû être délivré dans un contexte conventuel, étant donné la diversité d’âges et d’occupations de son auditoire clérical. Il contient plusieurs traits notables que l’on peut qualifier de pré-humanistes : affirmation de la supériorité des Grecs sur les Latins, éloge de la (...) grammaire plus que de toute autre discipline, insistance sur la narrativité de l’Écriture, admiration pour les écoles philosophiques antiques. Parmi les sources citées, plusieurs exempla proviennent des Nuits Attiques d’Aulu-Gelle. (shrink)

The fields of Responsible Research and Innovation (RRI) and participatory foresight seek to establish, and to include publics within, anticipatory governance mechanisms. While scenario-based methods can bring to the publics’ attention the ethical challenges associated to existing technologies, there has been little empirical research examining how, in practice, prospective public deliberative processes should be organized to inform anticipatory governance. The goal of this article is to generate methodological insights into the way such methods can stimulate the public's moral imagination regarding (...) what may (or may not) happen in the future and what should (or should not) happen in the future. Our qualitative analyses draw on a public deliberation study that included videos and online scenarios to support participants’ (n = 57) deliberations about fictional interventions for genetically at-risk individuals. Our findings clarify how participants: (1) challenged key elements of our scenarios; (2) extended several of their technical and moral prospects; (3) engaged personally with others, including our scenarios’ characters; and (4) mobilized the past creatively to reason about the future. Our methodology enabled participants to creatively and empathetically envision complex sociotechnical futures. Yet, important methodological limits should be acknowledged by those who design, implement and use public engagement methods to inform anticipatory governance. (shrink)

The standard view in philosophy is that responsibility entails causation. Most philosophers treat this entailment claim as an evident insight into the ordinary concepts of responsibility and causation. Further, it is taken to be equally obvious that the reversal of this claim does not hold: causation does not entail responsibility. In contrast, Sytsma and Livengood have put forward an account of the use of ordinary causal attributions (statements like “X caused Y”) that contends that they are typically used interchangeably with (...) responsibility attributions (statements like “X is responsible for Y”). Put in terms of the concepts at play in these attributions, this account suggests that the reversal of the entailment claim may also hold, and, a fortiori, there would be mutual entailment between the ordinary concepts of responsibility and causation. Using the cancellability test, we report the results of three pre-registered studies providing empirical evidence that causation and responsibility are mutually entailed by each other. (shrink)