Le but visé par ce manifeste, assemblé en 2008 par Jeffrey Schnapp, Todd Presner, Peter Lunenfeld et Johanna Drucker, est d’alimenter le débat sur ce que les humanités peuvent et doivent faire au XXI e siècle, en particulier dans le domaine des luttes culturelles qui sont aujourd’hui largement menées (et gagnées) par les intérêts capitalistes. C’est un appel à affirmer la pertinence et la nécessité des humanités en une époque de coupes budgétaires, alors qu’elles sont plus nécessaires que jamais pour (...) orienter la migration de notre héritage culturel vers des supports numériques, tandis que notre relation aux savoirs et à l’information se transforme d’une façon profonde et imprévisible. Les humanités numériques étudient l’impact social et culturel des nouvelles technologies et jouent un rôle actif dans le design, la mise en œuvre, le questionnement et la subversion de ces technologies. (shrink)

Dans ce dialogue avec Garnet Hertz, Jussi Parikka argumente pour une archéologie des media qui puisse constituer une méthodologie de recherche universitaire au sein des études des media et des arts médiaux. Suivant cette idée directrice de la construction nécessaire d’une fondation théorique à l’archéologie des media, la conversation aborde les sujets de l’interdisciplinarité, de l’historiographie, de l’art, des nouveaux media et du monde universitaire.

Les Journées maliotes organisées à l'École française d'Athènes les 2 et 3 novembre 2007 portaient sur l'organisation des espaces et l'exploitation des ressources, thèmes qui permettaient d'unir les approches effectuées ces dernières années selon deux échelles différentes, celle de l'agglomération et de l'urbanisme d'une part, celle de l'organisation du territoire d'autre part. Les contributions portent toutes sur des recherches en cours, dont la publication est récente ou proche. Elles sont publiées ici sous forme de résumés argumentés et reflètent fidèlement les (...) discussions qui les suivirent. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE BODY AND THE BLOOD: SACRIFICIAL EXPULSION IN A UREVOIR LES ENFANTS Diana Culbertson Kent State University In Scene 6 ofthe screenplay ofAu Revoir Les Enfants the students are at morning Mass and Father Jean is reading the Gospel: "Truly, truly, I say unto you, unless you eat the flesh ofthe Son ofMan and drink his blood, you will have no life in you." A student with the curiously (...) ironic name of Boulanger ("baker") faints. François comments to his younger brother Julien, "There's nothing to eat... we can't have breakfast before communion." In the back of chapel sit three new students—Bonnet and two other Jewish boys disguised as Christians, protected from the Gestapo by the monks, but prohibited because of their religious identity from Eucharistie communion. Food as scarcity, as plenitude, and as life functions as the signifier ofvalue and of every victim in Louis Malle's unforgettable portrayal of the loss of innocence in the occupied France ofhis childhood. Access to food was access to life in community—both religious and political—and the exchange offood, for what could not be consumed, plunges the small school society into its death. The cause ofthe dissolution of the school society is a failed sacrifice. The farewell to childhood which the title ofthe film suggests is Julien's entry into the world ofviolence and victims, ofmimetic rivalry, ofsacrificial expulsion, and societal destruction. The angle ofperception (Julien Quentin is Malle's quasi-autobiographical alter-ego) lures viewers out their own innocence and shocks theater audiences once again with the implications of all Final Solutions. Three concentric levels identify the communities in dissolution represented in Malle's portrayal: France under the occupying military force, the school administrators and staff, and the pupils in their charge. At each level the Diana Culbertson47 mimetic conflict is at a different state ofsocietal crisis. At the highest level, the German occupation troops and their collaborators represent a moment of Violence Triumphant, a Monstrous divinity who can impose control over the group by terrorizing everyone. This persecutory violence, which has co-opted the judicial system, drives the community of French people into (at least outward) submission and passivity. When the Monster requires victims, the community must consent to offer them. The persecutor's need for victims in this film has its own demonic rationale: "... to rid France of strangers, of Jews," says Müller, the Gestapo officer in one of the final scenes. When persecutory violence is resisted, however, when someone refuses to offer the designatedvictim for expulsion, the unity ofthe submissive society dissolves. Those who will not conform may suffer the violence of those who find their private well being in an alliance with public persecution. Father Jean, director ofthe school where Malle's scenario takes place, is one ofthe instruments ofresistance. Only the other instructors and staff are aware ofhis activities in the French underground. The audience is admitted to his dangerous secret, even as it observes the contrasting immaturity of the students, especially Julien, who cannot bear to leave his mother and is still wetting his bed. When he asks his older brother, "What is a Jew?" he is given the alimentary explanation: "Someone who doesn't eat pork." In this cultural situation, the Jew is more frequently someone who doesn't eat. Quentin's half truth is only one side ofa more ominous reality. Father Jean, aware of that reality, first appears in the film to introduce Bonnet, the "new classmate" and to show the boy his dormitory bed. As the director leaves, the schoolboys display their own societal dynamics, resuming their customary internecine, frenzied battles and rivalries. They throw pillows; they mock the outsider, focusing their ridicule on his name. Later in a classroom scene, they will hiss, "Dubo, Dubon, Dubonnet...."—an apt thematic detail with its allusion to wine and its liturgical translation into blood. In the morning Boulanger leads the attack against the stranger, slipping an icicle behind Bonnet's shirt collar. At recess games disintegrate into private quarrels. Their small brutal society is a microcosm of the larger world of which the schoolboys are apparently innocent but which they are grooming themselves to live in without remorse... (shrink)

Introduction It could well seem that I am being facetious if I refer to this study as "a book in search of a title," but many an author will recognize that ...

Call a (strictly increasing) sequence (rn) of natural numbers regular if it satisfies the following condition: rn+1/rn→θ∈R>1∪{∞} and, if θ is algebraic, then (rn) satisfies a linear recurrence relation whose characteristic polynomial is the minimal polynomial of θ. Our main result states that (Z,+,0,R) is superstable whenever R is enumerated by a regular sequence. We give two proofs of this result. One relies on a result of E. Casanovas and M. Ziegler and the other on a quantifier elimination result. We (...) also show that (Z,+,0,<,R) is NIP whenever R is enumerated by a regular sequence that is ultimately periodic modulo m for all m>1. (shrink)

AUTOUR DE LA RELIGION REFLEXIVE. Le concept de réflexivité chez Jean-Marc Ferry. Réflexions sur le point de vue moral. Dépasser l'ex-communication politique du religieux. AUTOUR DE LA REPUBLIQUE CREPUSCULAIRE. Prendre l'Europe au sérieux. Une éthique de la reconnaissance internationale. Pour une république européenne placée sous le signe de l'aurore.

This article revisits the rich philosophical debates emerging around the foundation of the University of Berlin in the early nineteenth century. Focusing on the particular case of Fichte’s philosophy of University, it proposes to review his writings on this topic by reconstructing five original models. The well-known model of the Plan of 1807 — University as an isolated organic community — is thus completed by four other models. Combined with each other, the five models offer an interesting conception of both (...) the internal autonomy and the formative function of University, which has to be embedded in the larger project of an emancipating Learning Society. (shrink)

En partant de la présence remarquablement insistante du pronom « nous » (wir, uns) dans la Généalogie, l’article interroge la signification philosophique de cet usage répété et de ses diverses variations. On défend l’hypothèse que le « nous » – celui des « hommes de connaissance », mais aussi ses autres avatars – est, d’une part, l’incarnation pronominale de la dimension plurielle et collective du projet de la généalogie et que, d’autre part, il fonctionne dans l’écriture nietzschéenne comme un opérateur (...) perspectiviste de la méthode généalogique, qui permet à celle-ci de prendre au sérieux la tâche nouvelle de ce projet collectif, tout en déjouant l’idéal ascétique de la connaissance de soi. (shrink)

Les contributions réunies dans ce volume visent à explorer le champ des postérités généalogiques de Nietzsche. Dans cette perspective, il convient d'abord de faire une nette distinction entre la dimension programmatique de la Généalogie de la morale et les postérités effectives que le livre a eues par la suite aux XXe et XXIe siècles, pour tenter ensuite de comprendre comment le mot 'généalogie' a pu se détacher de Nietzsche et acquérir progressivement des significations multiples, bien au-delà de ce que Nietzsche (...) lui-même avait pu anticiper ou imaginer. Il s'agit ainsi de se confronter à un enjeu crucial pour l'historien des idées: celui de retracer les métamorphoses du supposé concept nietzschéen de généalogie, notamment après ses reprises décisives par Deleuze et Foucault, pour faire ressortir la créativité, l'originalité et peut-être aussi la pertinence contemporaine de ces nouveaux discours. Cheminant dans cette direction, notre volume esquisse une sorte de généalogie des 'généalogies.' Il montre comment de nombreux lecteurs de Nietzsche ont fait 'grincer' et 'crier' sa pensée en se la réappropriant sous les espèces de la généalogie"--Page 4 of cover. (shrink)

Despite all this, no one has, up to the present, devoted an entire book to the examination and analysis of his properly philosophical thinking and writing.This..

...If one takes a panoramic view of Hegel’s entire philosophical endeavor, the endeavor to come to grips with and to be committed to reality in the concrete, one is struck by one inescapable idea: the Hegelian enterprise is an extraordinarily unified and grandiose attempt to elaborate one concept, which Hegel sees as the root of all intelligibility, the concept of God, whatever that term is going to turn out to mean.......The question with which we are faced...is neither whether Hegel is (...) correct in what he says nor whether his interpreters are justified in what they say of him. Rather the question is one of finding out just what Hegel does say and of determining what impact that can have on our own thinking.......Why, then, the “Concept of God”? The answer is to be found in the culmination of the entire Hegelian system, “The Philosophy of Absolute Spirit.” Only in the light of “absolute Spirit” is anything Hegel says intelligible....in Hegel’s view, “absolute Spirit” is in fact to be identified with God and that, therefore, only if Hegel’s “Concept of God” is intelligible, will anything Hegel says be intelligible.—From the Introduction. (shrink)

"The most authoritative version of Hegel's 'Introduction' to his lectures on the history of philosophy. The translation is a model of its kind." - International Philosophical Quarterly.

To those who are already familiar with the minute and detailed erudition which went into M.J. Petry’s three-volume translation of and commentary on Hegel’s “Philosophy of Subjective Spirit” as presented in the 1830 edition of the Encyclopedia, it will come as no surprise that the same author has presented in this sequel an equally meticulous study of the Berlin “Phenomenology of Spirit.” There is, however, a significant difference to be found in this latter work. Whereas, in the earlier “Philosophy of (...) Subjective Spirit”, Petry was content to translate and comment on the 1845 Zusätze, drawn from a variety of sources by Ludwig Boumann, he has been able in the present text to substitute a set of lecture notes written by Major Karl Gustav von Griesheim who attended Hegel’s lectures in Berlin during the Summer Term of 1825, the most complete single set of notes on those lectures now available. Petry assures us that Griesheim must have taken down Hegel’s lectures word for word, thus, presumably, assuring us of a text which is at once more reliable and more authoritative than the Encyclopedia text which Hegel himself had published - this, despite the many utter incoherences of Griesheim’s text! If nothing else, this explains the disproportionate number of notes devoted to Griesheim’s text rather than to Hegel’s; Petry is concerned not with the Encyclopedia but with the “Lectures” - and Griesheim’s transcript is the most reliable order to make sense out of Griesheim. (shrink)

To those who are already familiar with the minute and detailed erudition which went into M.J. Petry’s three-volume translation of and commentary on Hegel’s “Philosophy of Subjective Spirit” as presented in the 1830 edition of the Encyclopedia, it will come as no surprise that the same author has presented in this sequel an equally meticulous study of the Berlin “Phenomenology of Spirit.” There is, however, a significant difference to be found in this latter work. Whereas, in the earlier “Philosophy of (...) Subjective Spirit”, Petry was content to translate and comment on the 1845 Zusätze, drawn from a variety of sources by Ludwig Boumann, he has been able in the present text to substitute a set of lecture notes written by Major Karl Gustav von Griesheim who attended Hegel’s lectures in Berlin during the Summer Term of 1825, the most complete single set of notes on those lectures now available. Petry assures us that Griesheim must have taken down Hegel’s lectures word for word, thus, presumably, assuring us of a text which is at once more reliable and more authoritative than the Encyclopedia text which Hegel himself had published - this, despite the many utter incoherences of Griesheim’s text! If nothing else, this explains the disproportionate number of notes devoted to Griesheim’s text rather than to Hegel’s; Petry is concerned not with the Encyclopedia but with the “Lectures” - and Griesheim’s transcript is the most reliable order to make sense out of Griesheim. (shrink)

'Memoria' is the collection of lectures by different authors, with the occassion of the 50th Aniversary of the "Centro de Estudios Filosóficos Adolfo García Díaz" of the Faculty of Humanities and Education of the University of Zulia. -/- As Director of that Research Center, I was also the editor of 'Memoria'. -/- PLEASE NOTE: I AM NOT THE AUTHOR OF "MEMORIA" BUT ITS EDITOR.

There is a traditional conception of knowledge but it is not the Justified True Belief analysis Gettier attacked. On the traditional view, knowledge consists in having a belief that bears a discernible mark of truth. A mark of truth is a truth-entailing property: a property that only true beliefs can have. It is discernible if one can always tell that a belief has it, that is, a sufficiently attentive subject believes that a belief has it if and only if it (...) has it. Requiring a mark of truth makes the view infallibilist. Requiring it to be discernible makes the view internalist. I call the view Classical Infallibilism. (shrink)

When spelled out properly infallibilism is a viable and even attractive view. Because it has long been summary dismissed, however, we need a guide on how to properly spell it out. The guide has to fulfil four tasks. The first two concern the nature of knowledge: to argue that infallible belief is necessary, and that it is sufficient, for knowledge. The other two concern the norm of belief: to argue that knowledge is necessary, and that it is sufficient, for justified (...) certainty. With such a guide in hand infallibilism can be evaluated on its own merits. The most controversial parts are the first and fourth. The idea that knowledge requires infallible belief is thought to be excessively sceptical. The idea that knowledge warrants certainty is thought to be excessively dogmatic. The present paper addresses the first. It argues that knowledge requires infallible belief. (shrink)