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)

© 2017. The American Astronomical Society. All rights reserved.We present new observations of the low-mass companion to HD 984 taken with the Gemini Planet Imager as a part of the GPI Exoplanet Survey campaign. Images of HD 984 B were obtained in the J and H bands. Combined with archival epochs from 2012 and 2014, we fit the first orbit to the companion to find an 18 au orbit with a 68% confidence interval between 14 and 28 au, an eccentricity (...) of 0.18 with a 68% confidence interval between 0.05 and 0.47, and an inclination of 119°with a 68% confidence interval between 114°and 125°. To address the considerable spectral covariance in both spectra, we present a method of splitting the spectra into low and high frequencies to analyze the spectral structure at different spatial frequencies with the proper spectral noise correlation. Using the split spectra, we compare them to known spectral types using field brown dwarf and low-mass star spectra and find a best-fit match of a field gravity M6.5 ±1.5 spectral type with a corresponding temperature of K. Photometry of the companion yields a luminosity of log=2.88 ± 0.07 dex with DUSTY models. Mass estimates, again from DUSTY models, find an age-dependent mass of 34 ±1 to 95 ±4 M Jup. These results are consistent with previous measurements of the object. (shrink)

Since the 1960s, there have been many efforts to defend the relevance of History of Science to Philosophy of Science, and vice versa. For the most part, these efforts have been limited to providing an abstract rationale for a closer integration between the two fields, as opposed to showing: (a) how such an integrated work is to be produced concretely, and (b) how an integrated approach can lead us to a better understanding of past and/or current science. 1 In this (...) chapter, I argue that the most promising way to integrate the history and philosophy of science is the historicist-hermeneutic approach. I will present the main features of the historicist-hermeneutic approach, and will show, concretely, how it can provide a mutually beneficial integration of the History of Science and the Philosophy of Science. More specifically, I will employ the historicist-hermeneutic approach to elucidate one of the most problematic historical case studies in philosophy of science: namely, Jean Perrin’s argument for molecular reality, which he formulated at the beginning of the twentieth century. (shrink)

What we call “the evidential argument from evil” is not one argument but a family of them, originating (perhaps) in the 1979 formulation of William Rowe. Wykstra’s early versions of skeptical theism emerged in response to Rowe’s evidential arguments. But what sufficed as a response to Rowe may not suffice against later more sophisticated versions of the problem of evil—in particular, those along the lines pioneered by Paul Draper. Our chief aim here is to make an earlier version of skeptical (...) theism more responsive to the type abductive atheology pioneered by Draper. In particular, we suggest a moderate form of skeptical theism may be able to resist Draper’s abductive atheology. (shrink)

This article aims to explore the attitudes and behaviors of persons with intellectual and developmental disabilities related to their information privacy when using information technology. Six persons with IDD were recruited to participate to a series of 3 semistructured focus groups. Data were analyzed following a hybrid thematic analysis approach. Only 2 participants reported using IT every day. However, they all perceived IT use benefits, such as an increased autonomy. Participants demonstrated awareness of privacy concerns, but not in situations involving (...) the use of technology; their awareness is not transferred to the abstract context of IT use. Privacy breaches were revealed to be a major risk for persons with IDD, who did not seem to understand how their personal information was used. Most protection mechanisms and tools reported were those suggested and implemented by caregivers and close relatives who had a great influence on the participants’ attitudes and behaviors toward IT and privacy. Our findings suggest that when using IT, persons with IDD often experience the consequences of a trade-off between autonomy and privacy. Further research and action is needed to support persons with IDD to understand and balance the benefits of IT use and the inherent threats to information privacy. (shrink)

English summary: Heidegger allowed us to better hear metaphysics by passionately listening to it. In this volume we seek to better understand Heidegger by patiently listening to another metaphysician: Descartes. The meaning of Descartess thought in creating an onto-theology of the causa and cogitatio, also taken up in the work of Heidegger, faithfully reveals Heideggers directions. French description: En se mettant passionnement a son ecoute, Heidegger nous a permis d'entendre la metaphysique d'une maniere inouie. Par un juste retour des choses, (...) dans un geste inedit, il s'agira ici de mieux entendre Heidegger en se mettant patiemment a l'ecoute d'un metaphysicien precis: Descartes, ou plutot a l'ecoute de ce qu'il nous en dit. Car loin d'etre anecdotiques, les significations que la pensee de Descartes a - la premiere faisant d'elle une onto-theologie de la causa, la seconde une onto-theologie de la cogitatio - et prend dans l'oeuvre de Heidegger - la premiere etant de la provoquer, la deuxieme de l'aiguiller, la troisieme de l'instruire - revelent fidelement les orientations de celui-ci, en et hors metaphysique. Comme il sied en hermeneutique, il sera donc question de sens, celui que l'on prend n'etant pas moins indifferent a celui que l'on donne que celui que l'on donne n'est innocent de celui que l'on prend. (shrink)

This article aims to explore the attitudes and behaviors of persons with intellectual and developmental disabilities (IDD) related to their information privacy when using information technology (IT). Six persons with IDD were recruited to participate to a series of 3 semistructured focus groups. Data were analyzed following a hybrid thematic analysis approach. Only 2 participants reported using IT every day. However, they all perceived IT use benefits, such as an increased autonomy. Participants demonstrated awareness of privacy concerns, but not in (...) situations involving the use of technology; their awareness is not transferred to the abstract context of IT use. Privacy breaches were revealed to be a major risk for persons with IDD, who did not seem to understand how their personal information was used. Most protection mechanisms and tools reported were those suggested and implemented by caregivers and close relatives who had a great influence on the participants’ attitudes and behaviors toward IT and privacy. Our findings suggest that when using IT, persons with IDD often experience the consequences of a trade-off between autonomy and privacy. Further research and action is needed to support persons with IDD to understand and balance the benefits of IT use and the inherent threats to information privacy. (shrink)

Humean arguments from evil are some of the most powerful arguments against Theism. They take as their data what we know about good and evil. And they argue that some rival to Theism better explains, or otherwise predicts, that data than Theism. However, this paper argues that there are many problems with various methods for defending Humean arguments. I consider Philo’s original strategy; modern strategies in terms of epistemic probability; phenomenological strategies; and strategies that appeal to scientific and metaphysical explanations. (...) None of these methods have been sufficiently developed to provide a clear and distinctive defense of Humean arguments. Defenders of Humean arguments need to spend more time on the underlying methodology of their arguments. (shrink)

In 1941 Simone Weil was introduced to Father Jean-Marie Perrin, a priest of the Dominican order whose friendship became one of the most significant influences on her spiritual development. It was for Father Perrin that she wrote her 'spiritual autobiography', contained in Waiting for God, and to him that she later wrote 'Letter to a Priest'. When Weil requested work as a field hand, Perrin sent her to Gustave Thibon, a farmer and Christian philosopher. From 1941-2, Weil (...) stayed with the Thibon family, working in the fields by day while writing by night the notebooks which posthumously became Gravity and Grace and other seminal works. Perrin and Thibon met Weil at a time when her interior life and her creative genius were at the height of their glowing maturity. During the short but deep period of their acquaintance with her, they came to know her as she actually was. Their accounts of this time reveal her to us in the bare parlour of the Dominican convent at Marseilles where, after waiting her turn among a stream of refugees, she discussed her personal problems with Father Perrin. They show her to us in the vineyards of Ardèche, and on the stone seat by the fountain overlooking the Rhone valley where she read Plato to Thibon, her host. First published in 1953, and now newly introduced by Patricia Little, this unique portrait depicts Weil through the eyes of her friends, not as a strange and unaccountable genius but as an ardent and very human young person in search of truth and knowledge. (shrink)

Cet article a pour but de montrer comment le recours au concept de sphère, issu des travaux de la psychologie expérimentale de l’école de Würzburg, révèle une évolution remarquable du traitement de la signification par Karl Bühler dans ses recherches en psychologie puis en théorie du langage. En 1907, le concept de sphère était introduit comme le corrélat de la visée dans le but de remettre en cause la définition de la signification comme association de représentations . Mais, si le (...) concept de visée apparaît alors comme le levier de l’argumentation, il ne constitue pas l’essence de la signification – laquelle se réalise dans les trois fonctions du modèle instrumental du langage. Or, le retour du concept de sphère au rang des « auxiliaires matériels » du champ symbolique de la représentation dans la Théorie du langage, contribue à réévaluer les conditions de compréhension et de réalisation de la signification, en introduisant dans la fonction de représentation même une prise en compte des choses du monde sous la forme d’un savoir factuel. (shrink)

Cet article a pour but de montrer comment le recours au concept de sphère, issu des travaux de la psychologie expérimentale de l’école de Würzburg, révèle une évolution remarquable du traitement de la signification (Bedeutung) par Karl Bühler dans ses recherches en psychologie puis en théorie du langage. En 1907, le concept de sphère était introduit comme le corrélat de la visée (meinen) dans le but de remettre en cause la définition de la signification comme association de représentations (Vorstellungen). Mais, (...) si le concept de visée apparaît alors comme le levier de l’argumentation, il ne constitue pas l’essence de la signification – laquelle se réalise dans les trois fonctions du modèle instrumental du langage. Or, le retour du concept de sphère au rang des « auxiliaires matériels » du champ symbolique de la représentation (Darstellung) dans la Théorie du langage, contribue à réévaluer les conditions de compréhension et de réalisation de la signification, en introduisant dans la fonction de représentation même une prise en compte des choses du monde sous la forme d’un savoir factuel. (shrink)

The mind body problem in psychoanalytic theory and practice -- Philosophy and the mind-body problem, influences on psychoanalysis -- Psyche and soma in the work of Sigmund Freud : psychoanalytic foundations -- Psyche and soma in Klein and object relations : contemporary developments -- Psyche and soma in Kohutian, intersubjective, and relational theories -- Attachment theory and neuropsychoanalysis -- Conclusions.

Modalists think that knowledge requires forming your belief in a “modally stable” way: using a method that wouldn't easily go wrong, or using a method that wouldn't have given you this belief had it been false. Recent Modalist projects from Justin Clarke-Doane and Dan Baras defend a principle they call “Modal Security,” roughly: if evidence undermines your belief, then it must give you a reason to doubt the safety or sensitivity of your belief. Another recent Modalist project from Carlotta Pavese (...) and Bob Beddor defends “Modal Virtue Epistemology”: knowledge is a belief that is maximally modally robust across “normal” worlds. We'll offer new objections to these recent Modalist projects. We will then argue for a rival view, Explanationism: knowing something is believing it because it's true. We will show how Explanationism offers a better account of undermining defeaters than Modalism, and a better account of knowledge. (shrink)

The AIR Modelsm of Reflective Ethical Inquiry (Cohen et al. 2005) is a practical framework that leads toward more caring, compassionate and appreciative ethical actions in administration, teaching, research and student life. In this article, we consider a corollary of the model: AIR practitioners are prepared to effectively meet anticipated and unanticipated ethical challenges. By being present to, curious about and responsive to ethical concerns as they arise in everyday situations, AIR practitioners emerge as both ‘direct ethical leaders’ (Gardner 1995) (...) who embody an ethical tone and set an ethical direction, as well as an ‘indirect leaders’ (ibid.) who exert an impact through personal and collective works. The underlying AIR process is the foundation for individual and shared ethical leadership and leadership training, both of which reduce costly mistakes and enhance productivity. (shrink)

In this article, I describe the need for tomorrow's scientists to be tutored in a personal ethic that values ethical responsiveness as the core, organizing principle for guiding research, teaching, application, and career direction. To address this need, I describe a teaching approach that instills science students with an understanding that moral reflection and action are the core tenets of scientific thinking and practice. The approach empowers students to reflect openly and discuss ongoing, ethical concerns as they face them in (...) their research and scholarship. Out of this, students naturally see the urgency to explore ethical issues and thinking from multiple perspectives, to develop and refine their ethical thinking, and to make moral choices in their routine scientific activities. (shrink)

Cet article cherche à mettre en évidence qu’Anders a développé une philosophie de l’histoire plurielle et complexe, c’est-à-dire non-linéaire, dès ses premiers écrits d’anthropologie philosophique, mais aussi dans ses œuvres littéraires et théoriques des années 1930-1940, en particulier dans sa Kulturphilosophie encore inédite. Il s’agit alors de relire la célèbre thèse andersienne de l’obsolescence de l’histoire : cette dernière signe l’uniformisation, donc l’appauvrissement, de la pluralité des lignes historiques à l’heure où la technique et le conformisme ferment les possibles politiques, (...) idéologiques et artistiques. (shrink)

O presente artigo mostra até que ponto a transferência psicanalítica, produto de marca da aliança terapêutica, tem por vocação ser ultrapassada mediante a progressiva tomada de consciência que a pessoa analisada faz do caráeter instrumental da transferência. A transferência, com efeito, está destinada a dissolver-se no final da cura analítica. É verdade que a psicanálise, na sua técnica, contém sérios problemas; o artigo, porém, mostra como o seu "trabalho" essencial consiste em promover a transformação que o próprio sujeito opera mediante (...) a sua palavra criativa, palavra esta que Ihe proporciona o seu próprio nascimento de si. /// This article tries to evince how the psychoanalytical transference, as a regular product of the therapeutic alliance, is meant to be overcome by a progressive consciousness that the patient acquires of its instrumental character. The transference is destined to be dissolved at the end of the analysis. It is true that psychoanalysis, in its technique, harbours serious problems; its essential « travail » , however, is to promote the transformation that a person realizes through his/her own creative word that pushes him/her to give birth to him/herself. (shrink)

Une hydrie à figures rouges offre une scène mythologique inédite : un satyre fait face à Héraclès, agenouillé. Autour d’eux, une sphinx et des oiseaux semblent observer la scène. Découvert en 1955 à Apollonia d’Illyrie, ce vase est aujourd’hui exposé au musée archéologique du site. Cet article propose une analyse détaillée de l’iconographie et des modèles qui ont pu influencer le peintre, afin d’en affiner l’analyse, mais aussi la datation et d’en déterminer l’origine, probablement locale.

Daryl Pullman’s (2023) article purports to show that the increase and relatively high number of assisted deaths in Canada argues against the Canadian approach to medical aid in dying (MAiD)—similar...