The aim of this article is to show the relevance of the sociology of market agencements for studying the creation of alternative agri-food networks. The authors start with their finding that most research into alternative agri-food networks takes a strictly informative, cursory look at the conditions under which these networks are gradually created. They then explain how the sociology of market agencements analyzes the construction of innovative markets and how it can be used in agri-food studies. The relevance of this (...) theoretical frame is shown based on an experiment aimed at creating a local trade scheme between manure from livestock farms and alfalfa grown by grain farmers. By using the concepts of the sociology of market agencements, the authors reveal the operations that are required to create an alternative agri-food network and underscore the difficulties that attend each one of these operations. This enables them to see the phenomena of lock-ins and sociotechnical transition in a new light. (shrink)

Selon une analyse très répandue aujourd'hui, la société contemporaine serait caractérisée par une vaste autonomie des acteurs ; pourtant, ce n'est pas parce que l'hétéronomie autoritaire a régressé au cours des dernières décennies que toute forme d'hétéronomie a disparu, ni que l'autonomie s'étend automatiquement à toute la société. Les domaines dans lesquels le terme « autonomie » est actuellement d'usage courant sont multiples et les acceptions scientifiques du concept fort diverses ; est-ce à dire qu'un même mot est employé pour (...) désigner des faits irréductibles entre eux ou bien n'est-il de véritable autonomie que complexe, tant individuelle que collective ? En tout cas, l'autonomie est moins, aujourd'hui, une réalité, qu'un projet de société, à la fois exigeant, limité et novateur. (shrink)

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 (...) État central qui conserve un caractère en partie sacré. Divers indices, cependant, laissent penser qu'il n'est pas exclu que l'identité prenne bientôt, en Bretagne comme ailleurs, une dimension politique dont les modalités sont envisagées ici sous la forme de trois scénarios. (shrink)

On présente trois projets de théories des machines: la « mécanologie » de l’architecte Jacques Lafitte (1932), inspirée de l’évolution biologique; l’ «Analyse mécanique» de Louis Couffignal, spécialiste des machines à calculer (1938), qui préfigure l’analyse fonctionnelle; et la théorie algébrique des machines du mathématicien Jacques Riguet (début des années 1950). À cette période, les trois hommes sont membres du Cercle d’études cybernétiques. On s’intéresse au dialogue des projets, aux axes d’unification et de divergence, aux styles, aux stratégies et postulats (...) de ces trois candidats à la généralisation convergeant vers la référence constituée par la cybernétique. (shrink)

On présente trois projets de théories des machines: la « mécanologie » de l’architecte Jacques Lafitte (1932), inspirée de l’évolution biologique; l’ «Analyse mécanique» de Louis Couffignal, spécialiste des machines à calculer (1938), qui préfigure l’analyse fonctionnelle; et la théorie algébrique des machines du mathématicien Jacques Riguet (début des années 1950). À cette période, les trois hommes sont membres du Cercle d’études cybernétiques. On s’intéresse au dialogue des projets, aux axes d’unification et de divergence, aux styles, aux stratégies et postulats (...) de ces trois candidats à la généralisation convergeant vers la référence constituée par la cybernétique. (shrink)

The paper deals with the introduction of nanotechnology in biochips. Based on interviews and theoretical reflections, it explores blind spots left by technology assessment and ethical investigations. These have focused on possible consequences of increased diffusability of a diagnostic device, neglecting both the context of research as well as increased accuracy, despite it being a more essential feature of nanobiochip projects. Also, rather than one of many parallel aspects in innovation processes, ethics is considered here as a ubiquitous system of (...) choices between sometimes antagonistic values. Thus, the paper investigates what is at stake when accuracy is balanced with other practical values in different contexts. Dramatic nanotechnological increase of accuracy in biochips can raise ethical issues, since it is at odds with other values such as diffusability and reliability. But those issues will not be as revolutionary as is often claimed: neither in diagnostics, because accuracy of measurements is not accuracy of diagnostics; nor in research, because a boost in measurement accuracy is not sufficient to overcome significance-chasing malpractices. The conclusion extends to methodological recommendations. (shrink)

Cet article est l’occasion de rappeler que le numérique, outil de communication aux avantages économiques indéniables, est également un facteur de risques pour les libertés individuelles. Devenu incontournable, le développement du numérique exige une recherche perpétuelle d’équilibre entre attraits économiques et préservation des libertés individuelles. Le lecteur est invité à suivre le point de vue d’un avocat exerçant en droit du numérique, observateur de l’oscillation entre progression des outils numériques enrichis par l’intelligence artificielle et respect des principes qui gouvernent toute (...) société démocratique. (shrink)

Transition education is a major challenge to be taken up. It is not simply a question of teaching a person a specific area of ​​knowledge – in this case ecological and societal questions – but rather recognizing that individuals are built by their reflections, with their feelings and according to their experiences. None of these dimensions should be left aside if we want to promote the full development of each individual. In this sense it seems important to us to explain (...) the values ​​that underlie our educational offer and the goals pursued by transition education, as well as its founding roots. This chapter thus starts by presenting the pillars for head-heart-body learning, namely a pedagogy that is relational and transformational, integrative and holistic, inter- and transdisciplinary, rooted and open. Secondly, we structure the pedagogy of the transition around six major areas of questioning, corresponding to the six gates of the FORTES approach. Eventually, drawing on the competency-based approach we present the six main transversal skills to be acquired. (shrink)

Implementing a head-heart-body pedagogy in higher education institutions needs the mobilization of all the actors currently involved in education, to identify those who are absent today and surpass the logic that feeds on silo effects in order to support actors towards sustainable educational actions. By transforming campuses and courses, the university can thus become a learning organization where everything is about learning not only for students, but also for all actors in the university community. This chapter mentions first students, who (...) are the direct beneficiaries of education as well as the future actors of the transition. Secondly, it calls upon teacher-researchers to incarnate the multifaceted role of mentors, which far beyond the transmission of knowledge involves accompanying the students in a holistic transformation. Third, it turns towards pedagogical support services, whose diverse disciplines and skills are essential to develop the pedagogical methods required for transition education. Finally, the chapter underlies the role of public authorities to systematize good practices, to allow bottom-up incentives to grow, to put in place the necessary conditions and resources as well as to engage the whole of society. (shrink)

To meet the ecological challenge, higher education must face many challenges: the educational offer, which is currently limited in many aspects, must evolve by renewing its methods while adapting its content. An “ecological awakening” is necessary to stimulate student awareness and action. This awakening is already present in some establishments which have transformed their educational model as well as their training in order to integrate and incarnate a more holistic vision of the world. These examples are all sources of inspiration (...) that can serve as a basis for reflection to modify university courses in depth. This chapter outlines first the shortcomings of the current educational model – in terms of content and methods – drawing on the authors’ insights, mostly from France. Then, the chapter turns towards recent evolutions, be it structural or transient, as well as incentives at various levels that could contribute to a transition of higher education. (shrink)

This introduction draws on Charles Dickens’ analysis of schooling in England during the industrial revolution to highlight the connection bethween the Anthropocene epoch we currently live in and education. While we outline points for critique, we are far from making a simple judgment. In reaction, we present the Great Transition Handbook with its systemic approach based on six gates, and we call on pedagogy to be more holistic in order to integrate all dimensions of humanity. We also clarify our understanding (...) of the Great Transition, as a process interweaving both social and ecological concerns. (shrink)

Some universities have set up courses relating to the systemic integration of ecological and social issues into their curricula. We are presenting two types of initiatives here: first, those that come directly from universities or higher education institutions, such as the University of Lausanne; secondly, those which emanate from small organizations created to constitute a higher education transition laboratory, linked to a university institution, as is the case of Schumacher College (United Kingdom) linked to the University of Plymouth or the (...) Sustainability Institute (South Africa) attached to Stellenbosch University. (shrink)

In this chapter we identify seven transversal principles which guide our pedagogical approach, and which are today widely shared by teachers. These principles also seem to us to be consistent with research in neuroscience, in particular that of Stanislas “Dehaene, Stanislas. Apprendre! les talents du cerveau, le défi des machines. Odile Jacob, Paris, (2018)” and his four pillars of learning – attention, active engagement, error and surprise signals and the consolidation of acquired knowledge – or those of Antonio “Damasio, Antonio (...) R. L’erreur de Descartes: la raison des émotions. Odile Jacob, Paris, (1995)” on the fundamental role of emotions in supporting learning. The principles advocated are: solicitation of curiosity and commitment; learning through sensitive experiences; connection of knowledge, emotions and values; reappropriation of assessment methods; multifaceted posture of the teacher; politicization of education; self-awareness and striving for common good.The principles highlighted in this section represent the major levers to be operated in order to provide students with truly transformative learning. Tools and examples of real-life implementation of these principles will be detailed in the second part of this book. (shrink)

Teachers may be skeptical about the possibility of implementing transition pedagogy, as outlined in the first part of this book, given the current context of higher education. Here we synthetize therefore the pedagogical tools that we have identified in the courses offered by establishments that have practiced a transition pedagogy for a long time, as well as those being used at the Campus de la Transition since 2018. We also draw on interviews with experts and practitioners, psychologists, teachers and explorers (...) of new practices. (Interviews with Chrysoline Brabant – clinical psychologist and certified coach, Mark Swilling – founder of the Sustainability Institute, Jacques Tardif – professor at the University of Sherbrooke and specialist in university pedagogy, Laurent Van Ditzhuyzen – co-founder of the Université du Nous, Thibault Griessinger – PhD in cognitive sciences and founder of Acte Lab, Hubert Trapet and Valérie Fayard – Emmaüs France CEO and vice-chair). The chapter starts with the lightest tools, which can be set up quite easily in a classroom, moving towards the most ambitious, and resulting in a coherent picture of the higher establishment in service of the Great Transition teachings. (shrink)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such (...) alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. (shrink)

On défend ici l’hypothèse selon laquelle les relations d’idées humiennes ont pu servir de matrice à la constitution d’un a priori phénoménologique, en un sens particulier : conçues d’abord comme relations internes, elles ont dû être partiellement arrachées à un modèle représentationnel hérité de Brentano et insérées dans un dispositif ontologique, s’exprimant alors selon une modalité qui est celle du rapport d’essence.

Il peut sembler de mauvaise méthode et même de mauvais augure pour la recherche en général de voir un article de plus limiter son propos à la justification du choix, heureux ou malheureux, de son titre. Au risque de décevoir et de perdre les premiers lecteurs, ce pourrait bien être le cas ici : sont mis en relation et même dans une relation privilégiée, celle de types-idéaux distincts de la réalité empirique fluctuante, les concepts de passivité et d?inconscient (en tous (...) les cas de raisonnement inconscient, soit une place très particulière accordée à l?inconscient, comme on va le voir). Or, s?il est sûr que ces concepts ne se recouvrent pas, il n?est pas du tout certain qu?ils se recoupent même a priori. Les lignes qui suivent seront donc consacrées à la jonction possible d?un concept de passivité et d?un concept d?inconscient, jonction qui trouve peut-être sa meilleure occasion dans la psychophysiologie de Wilhelm Wundt. Mais pour qui s?est penché un peu sur ces questions, l?entreprise semble plutôt désespérée. Le premier obstacle, de taille, est le suivant : si l?on entend par passivi­té l?ensemble des activités pré-réflexives de la conscience, il se pourrait fort que la catégorie de la passivité telle qu?elle est élaborée en site empiriste au xix e siècle ne recoupe a priori aucun concept d?inconscient, pour la simple raison qu?elle apparaîtrait dans le cadre de psychologies génétiques qui. (shrink)

L’Afrique a participé jusqu’a présent, souvent à titre de laboratoire, au développement de la science occidentale. Les défis rencontrés par la théorie critique aujourd’hui sont l’instrumentalisation de la théorie par les gouvernements, la prolifération de pratiques critiques diverses, notamment écologique, et surtout l’émergence d’un capitalisme de l’image et de l’affect. C’est en relation avec la Chine que l’Afrique peut apporter de nouvelles réponses et relever ces défis.

La phénoménologie réaliste de Reinach ne se limite pas à une doctrine originale des états de choses et des relations d'essences. Elle procède également, en contrepoint, à une analyse de la relation de causalité dont la phénoménologie transcendantale ne fournit aucun équivalent. Cette analyse, qui met en avant la notion de nécessité matérielle, se déploie à partir d'une relecture critique de Hume, le plus grand représentant moderne de la crise de la causalité. Reinach's realistic phenomenology doesn't limit itself to being (...) an original theory of states of affair and relations of essences. On the counterpart, it is leading an analysis of the relation of causality, of which transcendantal phenomenology doesn't provide any comparable instance. This analysis highlights the notion of material necessity, which is producted upon a critical reading of Humes Treatise, modernity's biggest representant of causality crisis. (shrink)

L’œuvre de Cabanis a eu énormément de mal à sortir d’une place qui lui était prescrite au moment même de son inscription dans le champ philosophique et scientifique allemand. Cette place, c’est celle de continuateur audacieux, informé, d’un projet lui-même daté : le projet d’une anthropologie physiologique, dont on estimait que les limites en avaient d’emblée été fixées par Kant et qu’en conséquence il n’était pas voué à un grand avenir. Pendant un demi-siècle environ, l’œuvre philosophique de Cabanis, limitée ici (...) aux fameux mémoires sur les Rapports du physique et du moral chez l’homme, a trouvé dans l’anthropologie physiologique, critiquée par Kant, son pré carré et les conditions de sa relative extinction. C’est une seconde réception, sans doute plus souterraine, plus muette aussi sur l’influence réelle que Cabanis a pu exercer, qui lui a permis de ressurgir au début des années 1860, sous une autre forme ou en une autre place : celle de père de la psychophysiologie, une place en apparence identifiable ou superposable à la précédente mais bien distincte. C’est sur cette seconde position, plus favorable à Cabanis, qu’on conclut ces analyses. (shrink)

On veut établir ici comment la relecture de Hume par l'école de Brentano, associée au projet d'une généalogie critique des théories des relations, conduit les philosophes autrichiens à élaborer une alternative décisive pour l'empirisme contemporain: l'opposition entre une psychologie fortement inspirée de Descartes et de Locke, et qui tend vers des positions typiquement conceptualistes, celle que défend Meinong, et un intuitionnisme enrichi de la référence aux « qualités de formes », dont Ehrenfels est l'initiateur. Our purpose is here to show (...) how the reading of Hume by Brentano's school, within a critical genealogy of the theory of relations, has led Austrian philosophers to set up a conclusive alternative for today's empiricism: on the one hand, a psychology deeply influenced by Descartes and Locke, and which verges on typically conceptualist positions (and which is supported by Meinong), and on the other and, an intuitionnism, strengthened by references to « gestaltqualities », initiated by Ehrenfels. (shrink)

Vers la fin du XVIIe siècle, les dictionnaires expriment bien l’embarras général devant le terme « sensation ». Ainsi Furetière, en 1690, définit la sensation comme « Action des sens, ou plutôt de l’âme, qui est émue par les impressions qu’ils ont souffertes. La plus grande difficulté de la Philosophie, poursuit-il, est d’expliquer la sensation, comment les objets corporels peuvent agir sur l’âme qui est spirituelle. » Quatre ans plus tard, le dictionnaire de l’Académie française exprime lui ..

Weak states and ineffective economic policies are assumed to mediate the constraints of the world system and to prevent upward mobility among peripheral countries. This article tests the effects of state strength and economic policy on world system mobility in the period 1970–85 on a sample of 162 countries. World system role and mobility were operationalized using role equivalence based network measures. Countries with effective neoorthodox policies experience significantly higher mobility, even after controlling for economic performance, as do countries with (...) states that have high despotic capacity. No effect, direct or indirect, was found for infrastructural state capacity. (shrink)

In a voting context, when the preferences of voters are described by linear orderings over a finite set of alternatives, the Maximin rule orders the alternatives according to their minimal rank in the voters’ preferences. It is equivalent to the Fallback bargaining process described by Brams and Kilgour (Group Decision and Negotiation 10:287–316, 2001). This article proposes a characterization of the Maximin rule as a social welfare function (SWF) based upon five conditions: Neutrality, Duplication, Unanimity, Top Invariance, and Weak Separability. (...) In a similar way, we obtain a characterization for the Maximax SWF by using Bottom Invariance instead of Top Invariance. Then, these results are compared to the axiomatic characterizations of two famous scoring rules, the Plurality rule and the Antiplurality rule. (shrink)

How do gym-goers who are normally not inclined to resort to appearance- and performance-enhancing drugs (APEDs) progressively normalize their use? Based on data collected through a year and a half of participant observation in a gym and thirty semi-directive interviews with practitioners with varying profiles in French-speaking Switzerland, this article examines the evolution of practitioners’ relations with APED use by articulating various levels of analysis. Associated with social vulnerabilities, the progressive normalization of APED use is concomitant with the “conversion” to (...) bodybuilding. Our results show the extent to which and under what conditions interactions within the layout of gyms can influence practices. From refusal to normalization, our results suggest that APEDs and the associated beliefs coincide with career stages, which we aim to bring to light here. (shrink)

With the increased acceptance of complementary and alternative medicine (CAM) within society, new research reflects deeper folk health histories beyond formal medical spaces. The contested relationships between formal and informal medicine have deep provenance and as scientific medicine began to professionalise in the 19th century, lay health knowledges were simultaneously absorbed and disempowered (Porter 1997). In particular, the ‘medical gaze’ and the responses of informal medicine to this gaze were framed around themes of power, regulation, authenticity and narrative reputation. These (...) responses were emplaced and mobile; enacted within multiple settings by multiple agents and structures over time. The work is drawn from secondary material from Ireland, which identify more indigenous narratives of health and act as potential sources for medical humanities. While assumptions have been made as to the place of folk-medicine being essentially rural, evidence will be presented which shows a more complex network of health beliefs and practices. The narratives of informal practice and folk-medicine drawn from evidence from Ireland point to more fluid and hybrid relations with formal medicine and suggest that the complementary nature of the two models reflected wider cultural debates and models of belief (Del Casino Jnr., Health & Place 10:59-73, 2004). (shrink)

Curricular design that addresses residency physician competencies in communication skills and professionalism remains a challenge. Graphic Medicine uses comics, a medium combining text and images, to communicate healthcare concepts. Narrative Medicine, in undergraduate medical education, has limited reported usage in Graduate Medical Education. Given the time constraints and intensity of GME, we hypothesized that comics as a form of narrative medicine would be an efficient medium to engage residents.The authors created a novel curriculum to promote effective communication and professionalism, focusing (...) on empathy, compassion and cultural competency. A four-week curriculum was delivered in a neurology residency program. Excerpts from non-fiction graphic memoirs about neurological conditions were read, discussed, and paired with prompt-driven drawing exercises. Qualitative surveys were used to assess acceptability of comics, usefulness of comics to convey patient illness experience, and perception of patient needs for physician-patient communication.Ninety-seven percent of residents reported the sessions were a good use of their time. Residents identified new symptoms of neurologic disorders, articulated patient communication needs, and expressed increased empathy after participation. Residents participated in drawing exercises, but these were not formally analyzed. Graphic medicine is a well received format that may build communication skills and increase empathy. (shrink)

Chapitre 1. Sport et domination capitaliste (Patrick Vassort) -- Chapitre 2. Sport, anthropofacture et conformisme généralisé (Clément Hamel) -- Chapitre 3. Le sport contre les femmes (Ronan David) -- Chapitre 4. Le sport ou la fin de l'espace vécu (Simon Maillard) -- Chapitre 5. Propagande sportive et colonisation du quotidien (Fabien Lebrun) -- Chapitre 6. Le sport: une entreprise d'uniformisation et de déculturation. L'exemple des JO de Pékin (Bernard Allain) -- Chapitre 7. Le sport contre la culture et l'éducation (...) (Camille Dal et Nicolas Oblin). (shrink)