Résumé : Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’école québécoise à travers l’enseignement de diverses matières scolaires. Les premiers résultats de la recherche ont montré que pour les enseignants, la construction de l’identité de l’élève a beaucoup plus d’importance que la construction de l’identité collective. Cependant, le processus de subjectivation identifié ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de (...) « valeurs » ou de « références » communes dans l’enseignement des différentes matières. Par exemple, dans l’enseignement de l’histoire et éducation à la citoyenneté, la construction de l’identité individuelle et celle de l’identité collective sont en continuelle tension. Cependant, l’identité collective ne passe plus tant par le canal d’une mémoire identitaire ou d’un récit national que par la promotion d’une modernité articulée au pluralisme, à la critique, à la rationalité intersubjective et, paradoxalement, à la subjectivation précédemment évoquée. L’article portera donc particulièrement sur cette tendance observée au sein de l’enseignement du cours d’histoire et éducation à la citoyenneté. Abstract : This paper is part of a research program about the links between the missions of instruction and socialization of the Quebec school by the teaching of different school subjects. The first results of this research showed that for teachers, the construction of the identity of the student is much more important than the construction of collective identity. However, the process of subjectivation identified not mean that there is no more transmission or production of «values» or «references» common in teaching different school subjects. For example, in the teaching of history and citizenship education, construction of individual identity and the collective identity are in constant tension. However, the collective identity does not pass anymore by the way of a memory or a national story, but by the promotion of modernity articulated with pluralism, criticism, intersubjective rationality and, paradoxically, the subjectivation previously mentioned. This paper will therefore especially on this trend in the teaching of the course of history and citizenship education. (shrink)
Résumé : L’actuel programme d’« Histoire et éducation à la citoyenneté » pour le 2e cycle du secondaire, portant sur l’histoire du Québec, a suscité depuis 2006 de nombreux commentaires dans les milieux intellectuels en raison de son contenu. Certains affirment que la transmission des grands événements historiques qui structurent la mémoire collective ou nationale y est inexistante, d’autres soutiennent qu’il doit favoriser le développement des compétences critiques et citoyennes, donc, l’autonomie de l’élève face à la mémoire collective ou nationale. (...) Quelle position les enseignants du secondaire occupent-ils dans ce débat ? Il est possible de le découvrir par l’entremise de la perception qu’ils se font du programme et de ses trois compétences. Abstract: The current program «History and Citizenship Education» for the second cycle of secondary education, on the Quebec history, raised many comments in intellectual circles because of its content since 2006. Some argue that the transmission of major historical events that shape the collective or national memory is non-existent, others argue that it should promote the development of critical thinking and citizenship skills, thus the autonomy of the student facing the memory collective or national. What position secondary teachers do they have in this debate? It’s findable out through the teachers perceptions about program and its three skills. (shrink)
In this paper published in Slovenian, i argue that Jean-François Lyotard could probably not have written his groundbraking book Le Différend in the eighties of the 20th century without having had his Algerian experience as a young teacher there. Lyotard was member of the group of leftist intellectuals "Socialisme ou barbarie" (also name of a journal they issued) around Cornelius Castoriadis. Understanding the "Other" and the relationship between the subject and the "Other" is essential to the line of thought (...) that Lyotard developped in Le Différend. See his book La guerre des Algériens. (shrink)
Jean-Francois Lyotard is often considered to be the father of postmodernism. Here leading experts in the field of cultural and philosophical studies, including Barry Smart, John O' Neill and Victor J. Seidler, tackle many of the questions still being asked about this controversial figure.
The origins of philosophy of education as a discipline are relatively late, and can be traced in the Anglo-American academic world from the 1960s and a specific emphasis on conceptual problems deriving from the analytical tradition of philosophy. In more recent years, however, there has been a notable ‘Continentalist’ turn in the discipline, leading to a re-evaluation of key texts and philosophers from the French and German traditions and their relation to the discourse of education. One paradigmatic example here is (...) the work of the French postmodernist thinker Jean-Francois Lyotard. In this essay, I explore how Lyotard’s powerful critique of education in his early work, especially with regard to his influence on the May ‘68 events at Nanterre University, can be seen as crucially important, now again, to a current crisis in educational philosophy in the Western world. Moreover, Lyotard’s post-’68 work, with his paradigmatic The Postmodern Condition: A Report on Knowledge as especially important, can be seen as providing a very challenging riposte to both ‘managerialist’ and instrumentalist philosophies on the one side but also to overly simplistic ‘liberatory’ educational critiques on the other side. (shrink)
Neither art criticism nor a scholar’s monograph on an artist, Jean-François Lyotard’s Sam Francis: Lesson of Darkness: ‘like the paintings of a blind man’ is a reflection that engages both the painter and 43 of his works into a conversation alternating painting and aphoristic writing. Their order follows neither the chronology of the works nor a linear argument in the prose. And yet, the work generates the strongest feeling of there being a continuity in this peculiar dialogue of pictures (...) and poeticism, a continuity not clearly presented by logic, but one concerning what remains unpresented in presentation. The conversation is revelatory of their shared concerns with the energetic force of absence and is fascinating. (shrink)
Claire Katz & Lara Trout, Emmanuel Levinas. Critical Assessments of Leading Philosophers ; Thomas Bedorf, Andreas Cremonini, Verfehlte Begegnung. Levinas und Sartre als philosophische Zeitgenossen ; Samuel Moyn, Origins of the Other: Emmanuel Levinas between Revelation and Ethics ; Pascal Delhom & Alfred Hirsch, Im Angesicht der Anderen. Levinas’ Philosophie des Politischen ; Sharon Todd, Learning from the other: Levinas, psychoanalysis and ethical possibilities in education ; Michel Henry, Le bonheur de Spinoza, suivi de: Etude sur le spinozisme de Michel (...) Henry, par Jean-Michel Longneaux ; Jean-François Lavigne, Husserl et la naissance de la phénoménologie. Des Recherches logiques aux Ideen: la genèse de l’idéalisme transcendantal phénoménologique ; Denis Seron, Objet et signification ; Dan Zahavi, Sara Heinämaa and Hans Ruin, Metaphysics, Facticity, Interpretation. Phenomenology in The Nordic Countries ; Dimitri Ginev, Entre anthropologie et herméneutique ; Magdalena Mărculescu-Cojocea, Critica metafizicii la Kant şi Heidegger. Problema subiectivităţii: raţiunea între autonomie şi deconstrucţie. (shrink)
O presente artigo aborda a dimensão ética no pensamento de Jean-François Lyotard. Como conceito decisivo para essa relação, é aqui proposto o conceito de receptividade. Partindo dele, deseja-se mostrar que é possível reconstruir uma concepção de responsabilidade ética no pensamento do filósofo francês, a qual se coloca em sentido diametralmente oposto à concepção de autonomia: a obrigação ética se torna por conta disso afetiva, fundada e repousando na capacidade de se deixar falar. Com vistas a uma determinação mais acurada (...) dessa posição, serão consultadas as reflexões de Lyotard acerca da filosofia da linguagem em Le Differénd: a concepção do “acontecimento da fase” se deixa mostrar na ética do diálogo, que deixa espaço para a assimetria, alteridade e transformação. O pensamento do conflito insolúvel mostra-se como plenamente implicado com essa ética. This contribution examines the ethical dimension in the thinking of Jean-François Lyotard. It is shown that receptivity is crucial to its understanding. On these grounds, ethical responsibility can be conceived as fundamentally different from the standard conceptions of autonomy: ethical obligation has its sources in affection and is founded by a capacity of responsivity. This position is further developed by drawing on Lyotard ’s thoughts on language in Le Différend: the idea of a “sentence event” can be conceptualized within the framework of an ethics of dialogue, which leaves room for asymmetry, alterity, and transformation. The philosophy of the irreconcilable conflict turns out to be a form of ethics in this sense. (shrink)
Despite its title, Jean-François Courtine’s Archéo-Logique. Husserl, Heidegger,Patočka (henceforth AL), is mostly—if not exclusively—a book devoted to Heidegger. This is readily apparent in the table of contents: seven (chapters II-VIII) of the nine studies gathered in this volume deal entirely with Heidegger; one (chapter I) works through Heidegger’s notion of “Destruktion” with reference to Natorp’s “Rekonstruktion”; and only the concluding essay (chapter IX) focuses on Patočka’s a-subjective phenomenology and its criticism of Husserl. As for the “Introduction”, the only name (...) mentioned is, again, Heidegger’s. And when it comes to the historical context covered in the book, the author summarizes: “From the Natorp–Bericht to the Gespräch von der Sprache, these are the two extreme boundaries within which the following studies are included” (p. 9).Yet such an explicit restriction to Heidegger does not do full justice to the actual scope of this book. In fact, one of the most important co. (shrink)
Discourse, Figure signifies an event. I mean this in a variety of ways. There has been a recent event: the publication of an English translation of Jean-François Lyotard’s first major book. Its translation is an event forty years delayed and signifies the closing of a major gap in the translation of Lyotard’s work. Of course, both “signify” and “event” are important words for Lyotard. Discourse, Figure’s goal is to “signify the other of signification” (2011, 13, emphasis his). The question (...) of the representability of events that concerns Lyotard throughout his career originates in Discourse, Figure. I use these two words to guide my review. First I outline the events of the book: its context and its argument. .. (shrink)
Based upon a colloquium held in October 2006, this book comprises fourteen essays concerning Nietzsche’s concept, evaluation, and practice of philology. Jean-François Balaudé and Patrick Wotling’s introduction gives an idea of the complicated relation between philology and philosophy in Nietzsche’s oeuvre. They point out that, although philology and philosophy might be seen as two distinct professions, connected also to different phases in Nietzsche’s life, the two are intimately related from the beginning and remain that way. The ultimate concern of (...) the book, though, is Nietzsche’s notion of philosophy: can his understanding and practice of it be understood in terms of philology, namely, as the continuation... (shrink)
The philosophical work of Jean-François Courtine suffers undeservedly from under-representation to English-speaking readers. Over the last fifteen years, his commentaries and translations have made available to French students of German idealism, significant works of Schelling and J. G. Hamann. Now the present collection of essays shows that Courtine is as much at ease in the universe of late idealism as he is before the fundamental ontology of Martin Heidegger. Heidegger et la Phénoménologie assembles articles and lectures published from 1978 (...) through the end of the 1980’s. If one were to imagine, for the sake of heuristics, a subtitle for the present work, it might read, “the cause of phenomenology and the possibility of a teleology of the I and the other.” Indeed, the first part of the book, “Phénoménologie et histoire de l’être”, examines the unfolding of Heidegger’s project of fundamental ontology in light of the reciprocal questions ‘what is the meaning of Being?’ and ‘what is man?’. Courtine’s reading of the Heideggerian corpus is polemical to the extent that it argues for, and justifies, the essential continuity of the latter’s investigation into the meaning and historiality of Being, against interpretations that interpret the Kehre in Heidegger’s thought as a profound thematic rupture, with a view to highlighting discontinuities in that thought. Courtine’s reading also rejects claims that a surreptitious, formal anthropomorphism hides at the root of the analytic of Dasein. Instead, the tone of Heidegger et la Phénoménologie is set by Courtine’s arguments for reading Heidegger’s work as a comprehensive deconstruction of the philosophic tradition, committed to liberating the most radical, underlying sense of the meaning of Being. (shrink)
Baptiste Rappin | : Cet article appréhende la pensée de Jean-François Mattéi en prenant pour fil directeur le thème de la dualité. Pourquoi ce choix? Parce que le philosophe y voit une fidélité à la tradition grecque caractérisée par l’éternel balancement entre deux pôles. Sont alors passés en revue les couples suivants : philosophie/sophistique, étonnement/indignation, civilisation/barbarie, Europe/autres, qui forment autant de tensions à explorer et à penser. | : This article attempts to grasp Jean-François Mattéi’s thought by exploring (...) the theme of duality. Why do we make this choice? Because a philosopher can see here Mattéi’s fidelity to the Greek tradition in its constant move from one pole to the other. As illustrations, we take into consideration the following couples : philosophy/sophistry, wonder/indignation, civilization/barbarism, Europe and opposites ; they all create tensions requiring a great deal of exploration and thought. (shrink)
Jean-François Lyotard. First acquaintance with Lyotard -- Kant's notion of the sublime and its appropriation by Lyotard -- Transposing Kant to the key of the postmodern -- The role of feelings in Lyotard's political judgment -- Universality revisited -- Jacques Derrida. The Nietzschean influence -- Derrida and phenomenology -- Derrida's exploration of exteriority and anteriority -- Derrida's political ethics : foundations -- Derrida's political ethics : further elaborations : the international scene.
_Minima Memoria_ attests to the impact of the works of Jean-François Lyotard, one of the most influential French philosophers of the twentieth century, and the continuing effects of these works across a wide array of fields: philosophy, literature, political theory, gender theory, aesthetics, and psychoanalysis. Particular attention is paid to Lyotard's repeated warnings regarding the way in which the complexity of events can be occluded in the very attempt to represent them. Indeed, through the contributors' careful and critical analysis, (...) Lyotard's complex intellectual trajectory—all the way up to the posthumously published works _The Confession of Augustine_ and _The Misery of Philosophy_—is traced in different and often conflicting manners, which bring out the different currents that traverse his writings and the sites of tension that such terms as "different," "affect," and "infancy" mark. What emerges is not a grand narrative that would organize Lyotard's life and work around one unifying idea, but multifaceted approaches that extend in new and unforeseen directions. (shrink)
This three-volume set is a collection of key critical responses by leading scholars to the philosophical and theoretical writings of this late postmodern philosopher. Organized thematically, the collection includes commentaries on Lyotard's life and early philosophical writings, as well as on ethics, aesthetics, and politics. With a new introduction by the editor providing a comprehensive overview of Jean-François Lyotards life and works, this impressive collection provides students and scholars with a valuable resource for studying this important philosophical figure.
The posthumous Pourquoi Philosopher? collects Jean-Fran ç ois Lyotard’s previously unpublished four-part introductory course in philosophy, delivered to students of the Sorbonne in 1964. The interest of this text is both historical (appearing at an important juncture in French thought) and meta-philosophical (answering the question "why philosophize?" in such a way that a philosophy of philosophy - or rather several - is offered for consideration). The text will be of interest to readers of various levels of philosophical sophistication.
Le Tchouang-tseu est un des plus grands ouvrages du taoïsme et comme tous les grands livres, il appelle à lui des herméneutes. Sa qualité est d’abord d’offrir au lecteur une infinité d’angles par lesquels se révèle la vérité, décourageant du même coup les interprètes tentés d’en offrir une compréhension finale et systématique. Son sens, pourrait-on dire, se dérobe à nous comme un train file dans la nuit et Jean Levi, en bon sinologue, demeure attentif à cet aspect du taoïsme dit (...) « philosophiq.. (shrink)
Luca M. Possati, Jean Grondin, Paul Ricoeur ; Aurore Dumont, François Dosse et Catherine Goldenstein, Paul Ricoeur: penser la mémoire ; Paul-Gabriel Sandu, Gert-Jan van der Heiden, The Truth of Language. Heidegger, Ricoeur and Derrida on Disclosure and Displacement ; Paul Marinescu, Marc-Antoine Vallée, Gadamer et Ricoeur. La conception herméneutiquedu langage ; Witold Płotka, Saulius Geniusas, Th e Origins of the Horizon in Husserl’s Phenomenology ; Delia Popa, Annabelle Dufourcq, La dimension imaginaire du réel dans la philosophie de Husserl ; (...) Maria GyemantDenis Seron, Ce que voir veut dire. Essai sur la perception ; Christian Ferencz-Flatz, Hans Friesen, Christian Lotz, Jakob Meier, Markus Wolf, Ding und Verdinglichung. Technik- und Sozialphilosophie nach Heidegger und der Kritischen Th eorie ; Bogdan MincăLarisa Cercel, John Stanley, Unterwegs zu einer hermeneutischen Übersetzungswissenschaft. Radegundis Stolze zu ihrem 60. Geburtstag ; Denisa Butnaru Johann Michel, Sociologie du soi. Essai d’herméneutique appliquée ; Ovidiu Stanciu, Jan Patočka, Aristote, ses devanciers, ses successeurs. Trad. fr. Erika Abrams ; Mădălina Diaconu, Emmanuel Alloa, Das durchscheinende Bild. Konturen einer medialen, Phänomenologie. (shrink)
The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as well as various (...) figures under which it appears, pushes Lyotard’s readers to reconsider his work from a pluralist and interdisciplinary perspective. (shrink)