Search results for 'Doret Ruyter Leonie le Sagdee' (try it on Scholar)

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  1.  39
    Doret Ruyter Leonie le Sagdee (2008). Criminal Parental Responsibility: Blaming Parents on the Basis of Their Duty to Control Versus Their Duty to Morally Educate Their Children. Educational Philosophy and Theory 40 (6):789-802.
    Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty (...)
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  2.  1
    Anders Schinkel & Doret J. Ruyter (forthcoming). Individual Moral Development and Moral Progress. Ethical Theory and Moral Practice:1-16.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  3. Michael S. Merry & Doret de Ruyter (2009). Cosmopolitanism and the Deeply Religious. Journal of Beliefs and Values 30 (1):49-60.
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  4.  7
    Anders Schinkel, Doret J. Ruyter & Aharon Aviram (2015). Education and Life's Meaning. Journal of Philosophy of Education 50 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  5.  5
    Doret J. Ruyter (2012). On Optimal Development and Becoming an Optimiser. Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  6.  6
    Doret De Ruyter (2002). The Virtue of Taking Responsibility. Educational Philosophy and Theory 34 (1):25-35.
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  7.  60
    Leonie le Sage & Doret de Ruyter (2008). Criminal Parental Responsibility: Blaming Parents on the Basis of Their Duty to Control Versus Their Duty to Morally Educate Their Children. Educational Philosophy and Theory 40 (6):789-802.
  8. Stéphanie Manfroid (2000). Une femme entre deux utopies: Le féminisme et le pacifisme. Léonie La Fontaine (1857- 1949). Cahiers Internationaux de Symbolisme 95:157-168.
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  9.  37
    Doret de Ruyter (2007). Ideals, Education, and Happy Flourishing. Educational Theory 57 (1):23-35.
    In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De (...)
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  10.  19
    Stijn M. A. Sieckelinck & Doret J. de Ruyter (2009). Mad About Ideals? Educating Children to Become Reasonably Passionate. Educational Theory 59 (2):181-196.
    The current public concern about radicalization and extremism challenges philosophers and particularly philosophers of education to explore questions such as “Why do adolescents with strong ideas transgress?” and “What can we do about it?” The first question can be addressed by examining the role of their passionate commitment to their ideals as well as how this passion manifests in their pursuit of these ideals. The second question refers to the role of education in orienting and directing young people’s passionate attachment (...)
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  11.  10
    Doret J. de Ruyter & Anders Schinkel (2013). On the Relations Between Parents' Ideals and Children's Autonomy. Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals (...)
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  12.  2
    Charles Sowerwine (2006). La politique, « cet élément dans lequel j'aurais voulu vivre » : l'exclusion des femmes est-elle inhérente au républicanisme de la Troisième République ? Clio 2:171-194.
    Cet article explique la persistance de l’exclusion des femmes dans la Troisième République en étendant l’argument de Carole Pateman et de Geneviève Fraisse, suivant lequel cette exclusion est inhérente au projet républicain. L’article se fonde sur : 1) l’absence de revendication de suffrage féminin durant les années 1870, en considérant surtout l’échec de la campagne suffragiste de 1872 mise en œuvre par Léon Richer et Maria Deraismes ; 2) la persistance chez les républicains du modèle familial, dérivé de Rousseau ; (...)
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  13. Doret J. de Ruyter & Michael S. Merry (2009). Why Education in Public Schools Should Include Religious Ideals. Studies in Philosophy and Education 28 (4):295-311.
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  14.  3
    Anders Schinkel & Doret J. De Ruyter (forthcoming). Individual Moral Development and Moral Progress. Ethical Theory and Moral Practice:1-16.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  15.  10
    Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (2014). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  16. Christina Conroy (2008). No Lacuna and No Vicious Regress: A Reply to le Poidevin. [REVIEW] Acta Analytica 23 (4):367-372.
    In his “Space, supervenience and substantivalism”, Le Poidevin proposes a substantivalism in which space is discrete, implying that there are unmediated spatial relations between neighboring primitive points. This proposition is motivated by his concern that relationism suffers from an explanatory lacuna and that substantivalism gives rise to a vicious regress. Le Poidevin implicitly requires that the relationist be committed to the “only x and y ” principle regarding spatial relations. It is not obvious that the relationist is committed to this (...)
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  17.  13
    Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel (2015). Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education. Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  18.  8
    Doret J. De Ruyter & Jan W. Steutel (2013). The Promotion of Moral Ideals in Schools; What the State May or May Not Demand. Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  19.  1
    Michael S. Merry & Doret J. De Ruyter (2011). The Relevance of Cosmopolitanism for Moral Education. Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...)
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  20.  30
    Doret J. de Ruyter (2003). The Importance of Ideals in Education. Journal of Philosophy of Education 37 (3):467–482.
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  21.  4
    Doret J. De Ruyter (2004). Pottering in the Garden? On Human Flourishing and Education. British Journal of Educational Studies 52 (4):377-389.
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  22.  5
    Gary Hatfield (2014). Cartesian Psychology of Antoine Le Grand. In Mihnea Dobre & Tammy Nyden (eds.), Cartesian Empiricisms. Springer 251-274.
    In the Aristotelian curriculum, De anima or the study of the soul fell under the rubric of physics. This area of study covered the vital (“vegetative”), sensitive, and rational powers of the soul. Descartes’ substance dualism restricted reason or intellect, and conscious sensation, to human minds. Having denied mind to nonhuman animals, Descartes was required to explain all animal behavior using material mechanisms possessing only the properties of size, shape, position, and motion. Within the framework of certainty provided by the (...)
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  23.  11
    Doret De Ruyter & Siebren Miedema (1996). Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example. Studies in Philosophy and Education 15 (1-2):27-33.
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  24.  3
    Doret J. de Ruyter & Michael S. Merry (2009). Why Education in Public Schools Should Include Religious Ideals. Studies in Philosophy and Education 28 (4):295-311.
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  25.  20
    Bruce Maxwell & Leonie le Sage (2009). Are Psychopaths Morally Sensitive? Journal of Moral Education 38 (1):75-91.
    Philosophical and psychological opinion is divided over whether moral sensitivity, understood as the ability to pick out a situation's morally salient features, necessarily involves emotional engagement. This paper seeks to offer insight into this question. It reasons that if moral sensitivity does draw significantly on affective capacities of response, then moral insensitivity should be characteristic of psychopathy, a diagnostic category associated with pathologically low affectivity. The paper considers three bodies of empirical evidence on the moral functioning of psychopaths: (1) psychopathy (...)
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  26.  38
    Doret J. de Ruyter & Leendert F. Groenendijk (2010). Learning From Seneca: A Stoic Perspective on the Art of Living and Education. Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  27.  23
    Anna Caterina Dalmasso (2010). Il Rilievo Della Visione Movimento, Profondità, Cinema Ne Le Monde Sensible et Le Monde De L'Expression (Italian). Chiasmi International 12:83-110.
    Le relief de la vision. Mouvement, profondeur et cinéma dansLe monde sensible et le monde de l’expressionEst-il possible d’établir une connexion entre Le monde sensible et le monde de l’expression et la pensée du dernier Merleau-Ponty? De quelle manière une formulation germinale de la réflexion ontologique serait-elle présente dans le cours de 1953? Et quels sont les éléments de contact et de convergence qui permettent de retracer un tel lien?J’ai l’intention de proposer cette hypothèse à partir d’une considération du thème (...)
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  28.  25
    Doret De Ruyter (2004). Is Autonomy Imposing Education Too Demanding? A Review of Meira Levinson, 1999, The Demands of Liberal Education. Studies in Philosophy and Education 23 (2/3):211-221.
  29.  7
    J. Jos Kole & Doret de Ruyter (2009). Nothing Less Than Excellence: Ideals of Professional Identity. Ethics and Social Welfare 3 (2):131-144.
    Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot (...)
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  30.  20
    Doret J. de Ruyter & Leendert F. Groenendijk (2010). Learning From Seneca: A Stoic Perspective on the Art of Living and Education. Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  31.  13
    Doret de Ruyter (2002). The Virtue of Taking Responsibility. Educational Philosophy and Theory 34 (1):25–35.
  32.  3
    Stanislav Sretenovic (2009). Les réparations des vaincus, les dettes des vainqueurs: le cas de la France et du Royaume des Serbes, Croates et Slovènes/Yougoslavie. Filozofija I Društvo 20 (1):223-243.
    S'appuyant sur l'analyse historique des relations entre la France et le Royaume des Serbes, Croates et Slovènes/Yougoslavie après la Première Guerre mondiale, l'auteur traite de l'application des décisions du traité de Versailles en matière économique et financière, et montre comment elle pesa sur les relations, non seulement entre les Alliés et leurs anciens ennemis, mais aussi entre les Alliés eux-mêmes. Il conclut que la mise en place d'un ordre juste dépendait de tout un ensemble de solutions concrètes que les faiblesses (...)
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  33.  3
    Anton Bierl (2007). Le « chamanisme » et la comédie ancienne. Recours générique à un atavisme et guérison. (avec une application à l'exemple de la Paix d'Aristophane). Methodos 7.
    Dans cette contribution, la Comédie Ancienne est associée de manière surprenante au complexe chamanistique, ou respectivement, au schéma du goës ou magos qui existait dans la Grèce archaïque et dans les premiers temps de la Grèce classique. Après un bref aperçu de l’histoire de la recherche concernant le ‘chamanisme’ grec dans les études classiques, l’auteur écarte explicitement les spéculations essentialistes sur l’origine, mais utilise le phénomène religieux au sens d’un procédé de fantaisie mental et théâtral. Le potentiel performatif du goës (...)
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  34.  4
    Doret De Ruyter & Siebren Miedema (1996). Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example. Studies in Philosophy and Education 15 (1-2):27-33.
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  35.  1
    Jacomijn C. van der Kooij, Doret J. de Ruyter & Siebren Miedema (2015). The Influence of Moral Education on the Personal Worldview of Students. Journal of Moral Education 44 (3):346-363.
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  36.  1
    Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter (2015). Educational Neuroscience: Its Position, Aims and Expectations. British Journal of Educational Studies 63 (2):229-243.
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  37.  2
    Jennifer Rosato (2014). Loving More, Being Less: Reflections on Vladimir Jankélévitch’s Le Paradoxe de la Morale. Journal of French and Francophone Philosophy 22 (2):84-103.
    In Le paradoxe de la morale, Vladimir Jankélévitch proposes that the moral life is a matter of balancing the demands of love, which call us to give without limit, and our natural, egoistical attachment to self, which he terms 'being'. This balancing act is ultimately paradoxical since love must both depend on and overcome being. The vision of moral life as a paradoxical balancing act of love and being, however, is implicitly challenged by another, "supernatural" vision of ethics that Jankélévitch (...)
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  38.  4
    Ilana Löwy (2013). Le genre du cancer. Clio 1 (37):65-83.
    Le cancer est perçu aujourd’hui comme une maladie qui affecte à peu près autant d’hommes que de femmes. C’est cependant une conception relativement récente. Jusqu’au milieu du xxe siècle, le cancer était considéré comme une pathologie principalement féminine, les tumeurs malignes produisant des symptômes typiques faciles à détecter. Au xxe siècle, les cancers féminins – du sein et de l’utérus – sont les principales cibles des campagnes publiques pour la détection précoce des tumeurs malignes. Depuis les années 1950, le développement (...)
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  39.  1
    Susan Foley (2006). « J'avais tant besoin d'être aimée … par correspondance » : lesdiscoursde l'amour dans la correspondance de Léonie Léon et Léon Gambetta, 1872-1882. Clio 2:149-169.
    De 1872 à sa mort à la fin de 1882, Léon Gambetta et son amante Léonie Léon ont échangé quelque 6 000 lettres, dont presque 1 100 ont été conservées. En raison de l’importance politique de Gambetta, l’un des pères fondateurs de la Troisième République, cette correspondance constitue une source exceptionnelle sur les luttes des républicains pour établir une véritable République. Il s’agit en outre d’une correspondance romantique parmi les plus belles du XIXe siècle. À travers leurs lettres, Léonie Léon (...)
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  40.  1
    Jan Steutel & Doret J. De Ruyter (2011). What Should Be the Moral Aims of Compulsory Sex Education? British Journal of Educational Studies 59 (1):75-86.
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  41. Doret De Ruyter (2010). 4 After All, How Small is the World? Global Citizenship as an Educational Ideal. In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of Education in the Era of Globalization. Routledge 51.
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  42.  2
    Jos Kole & Doret de Ruyter (eds.) (2007). Werkzame Idealen: Ethische Reflecties Op Professionaliteit. Van Gorcum.
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  43. Marguerite La Caze (2008). Michele le Doeuff Feminist Epistemology and the Unthought. Hecate 34 (2):62-79..
    The unthought means that which it is possible to think, but which has not yet been thought, and also what we are prevented from thinking. Philosophical systems can prevent us from thinking otherwise and restrictions on women’s access to knowledge can prevent women from thinking apart from what is prescribed as suitable. The unthought is both what hasn’t been thought and what could be thought if there wasn’t a barrier of some sort. Michèle Le Dœuff directs us towards the unthought (...)
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  44. Pedro Karczmarczyk (2015). Número especial: “La filosofía de Althusser a 50 años de Lire le Capital” en Representaciones. c. Número Especial: “La Filosofía de Althusser a 50 Años de Lire le Capital” En Representaciones. Revista de Estudios Sobre Representaciones En Arte, Ciencia y Filosofía, Vol XI, N° 1, Universidad Nacional de Córdoba, ISSN 1669-8401 (1):1-166.
    (CONTENIDO: LA FILOSOFÍA DE ALTHUSSER A 50 AÑOS DE LIRE LE CAPITAL Pedro Karczmarczyk, 3; DISCURSO Y DECRETO: SPINOZA ALTHUSSER Y PÊCHEUX Warren Montag 11; ALTHUSSER LECTOR DE GRAMSCI Vittorio Morfino 43 LAS ABSTRACCIONES, ENTRE LA IDEOLOGÍA Y LA CIENCIA João Quartim de Moraes 67 ELOGIO DEL TEORICISMO. PRÁCTICA TEÓRICA E INCONSCIENTE FILOSÓFICO EN LA PROBLEMÁTICA ALTHUSSERIANA, Natalia Romé 85 MARXISMO Y FEMINISMO: EL RECOMIENZO DE UNA PROBLEMÁTICA1 115 Luisina Bolla* / Pedro Karczmarczyk* 115 RRESEÑAS El materialismo de Althusser. Más (...)
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  45.  24
    Ronan Le Coadic (2001). Le fruit défendu : force de l'identité culturelle Bretonne et faiblesse de son expression politique. Cahiers Internationaux de Sociologie 2 (2):319-339.
    Dans le contexte de renaissance régionale qui caractérise l'Europe d'aujourd'hui, la Bretagne se distingue par un fort contraste entre la vivacité de son dynamisme culturel et la déficience de son expression politique. Ceci peut s'expliquer par le fait que la singularité bretonne, longtemps dépréciée et refoulée, ne fait l'objet que d'une réévaluation progressive : si ses connotations négatives s'estompent dans le domaine culturel, il n'en est pas encore de même sur le plan politique, où elle demeure taboue face à un (...)
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  46.  2
    Serge Mboukou (2016). Le Grand Repli. le Portique 36.
    Serge Mboukou. – Votre collaboration et votre travail au long cours semblent croiser avec force les fils souvent tendus et tragiques d’une actualité qui ne cesse, s’il en était besoin, de confirmer vos analyses et, en tout cas, d’en souligner la pertinence. Ils en appellent, au fond, à une analyse et une réflexion conséquentes. Si le texte que vous présentez aujourd’hui au public semble fonctionner comme un précipité lié aux accélérations et aux explosions de l’actualité,...
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  47.  19
    Jean-Claude Yon (2013). Le Bestiaire de l'historien. le Portique 30 (30).
    Filant la métaphore du « bestiaire », cet article retrace les différents gestes du processus créateur de l’historien. Bien sûr, il ne s’agit pas ici d’emprunter des concepts aux travaux sur le symbolisme animal dont j’avoue très volontiers que je ne les ai pas consultés . Les figures animales convoquées dans ce court article correspondent à l’image que j’en ai, de façon spontanée et non savante. Quatre animaux peuvent être cités : le lion, la fourmi, le renard et le castor. (...)
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  48.  5
    Rozenn Le Berre (2015). Vivre et écrire : le cas spécifique du récit de deuil chez Simone de Beauvoir et Peter Handke. Methodos 15.
    L’enjeu de cet article est de s’intéresser à la question de la transformation de soi que l’expérience de deuil engage, et ce, à partir de l’initiative littéraire. À partir de l’étonnement que produisent certains récits de deuil – Une mort très douce de Simone de Beauvoirou Le malheur indifférent de Peter Handke notamment –, nous interrogerons le besoin d’écrire comme initiative tendant à approcher l’expérience du deuil, à la comprendre. Sous cet angle, l’écriture de deuil, singulière, tout à fait spécifique, (...)
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  49.  5
    Éléonore Le Jallé (2015). L’amour et le point de vue moral dans David Copperfield. Methodos 15.
    Dans l’essai qu’elle consacre au roman de Dickens David Copperfield, Martha Nussbaum affirme que si ce roman montre qu’une union de l’amour et de la moralité est possible, le narrateur y parvient à travers l’écriture du roman et grâce à l’amour « romantique et érotique » qu’il éprouve pour le personage de Steerforth. Je montre au contraire que la forme de moralité que l’amour permet d’atteindre caractérise aussi, dans ce roman, d’autres types d’amour, non-érotiques, notamment l’amour parental, l’amour filial et (...)
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  50.  3
    Erwan Lamy (2015). Le désir de faire science de gestion. le Portique 35.
    Les sciences de gestion ne sont pas dans la science, mais dans le désir de faire science, le désir d’une science fantasmée. Cela apparaît dans leur obsession pathologique pour une « méthode scientifique » chimérique. Rien ne doit dépasser, tout doit être propre et lisse, alors que c’est l’approximation qui est au cœur du travail scientifique. Les sciences de gestion ratent ainsi quelque chose de fondamental dans la démarche scientifique en état incapable de saisir son imperfection. Comme les sciences médiévales, (...)
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