Le 21 octobre dernier, députés et sénateurs ont trouvé un accord sur le texte contre la maltraitance animale. Le 16 novembre, l’Assemblée Nationale l’a adopté définitivement, et de manière quasi-unanime. Le Sénat a fait de même le 18 novembre. Le co-auteur de cette proposition de loi, Loïc Dombreval, a tweeté à cette occasion : « Nous venons de trouver un accord inespéré sur un texte historique en faveur de la cause animale en France. Interdiction des animaux sauvages dans les cirques, (...) dans l... (shrink)

Durocher and colleagues argue that Norman Daniels’s notion of just health could provide a useful framework for decreasing inequities in access to assistive technology. I argue that it would provide limited help for two reasons. First, Daniels’s reliance on normal species functioning as the goal of health care and his assumptions regarding the impact of normal species functioning on reasonable life projects create substantial difficulties for application to assistive technology. Second, although Daniels’s requirements for distributive justice provide a critical starting (...) point for any discussion of health equity, these requirements appear already met within current assistive technology funding schemes. (shrink)

Background Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and (...) analysed thematically. Participants and research context Healthcare teachers ( n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers. (shrink)

Cette thèse en impose par la masse de travail qu'elle représente, mais plus encore par les questions qu'elle pose à l'histoire des femmes et par l'éclairage nouveau qu'elle apporte sur les milieux populaires. La vie privée a reçu droit de cité en histoire grâce à la haute approbation de Philippe Ariès et de Georges Duby (ainsi que de leurs nombreux collaborateurs). Le concept de vie privée reste pourtant difficile à cerner. La première audace d'Anne Marie Sohn consiste à donner (...) une dé... (shrink)

Cette thèse en impose par la masse de travail qu'elle représente, mais plus encore par les questions qu'elle pose à l'histoire des femmes et par l'éclairage nouveau qu'elle apporte sur les milieux populaires. La vie privée a reçu droit de cité en histoire grâce à la haute approbation de Philippe Ariès et de Georges Duby (ainsi que de leurs nombreux collaborateurs). Le concept de vie privée reste pourtant difficile à cerner. La première audace d'Anne Marie Sohn consiste à donner (...) une dé... (shrink)

Cette thèse en impose par la masse de travail qu'elle représente, mais plus encore par les questions qu'elle pose à l'histoire des femmes et par l'éclairage nouveau qu'elle apporte sur les milieux populaires. La vie privée a reçu droit de cité en histoire grâce à la haute approbation de Philippe Ariès et de Georges Duby (ainsi que de leurs nombreux collaborateurs). Le concept de vie privée reste pourtant difficile à cerner. La première audace d'Anne Marie Sohn consiste à donner (...) une dé.. (shrink)

Il y a comme un hiatus entre le titre et le sous-titre de ce livre. Le titre, Aux origines de l'action sociale, annonce une intention modeste ; en effet l'ouvrage, composé de touches successives, ne se présente pas comme une synthèse historique organisée. Par contre le sous-titre indique un projet précis et construit, un projet d'histoire : L'invention des services sociaux aux chemins de fer. Dans le texte tout se passe comme si les auteurs n'avaient pas voulu (pas su?) choisir (...) entre... (shrink)

Voici un livre à deux voix, où s’entrelacent en un dialogue (rendu sensible par des typographies contrastées) les réflexions d’une grande historienne de la maternité et celles d’un gynécologue obstétricien d’aujourd’hui. Il s’agit de comprendre les profondes transformations de la procréation et de la naissance dans nos sociétés en revenant sur l’histoire longue des croyances et des pratiques autour de la grossesse et de l’accouchement. Même s’il n’est pas question de proposer un retour à l’an...

Agonistic Democracy explores how theoretical concepts from agonistic democracy can inform institutional design in order to mediate conflict in multicultural, pluralist societies. Drawing on the work of Foucault, Nietzsche, Schmitt, and Arendt, Marie Paxton outlines the importance of their themes of public contestation, contingency and necessary interdependency for contemporary agonistic thinkers. Paxton delineates three distinct approaches to agonistic democracy: David Owen's perfectionist agonism, Mouffe's adversarial agonism, and William Connolly and James Tully's inclusive agonism. Paxton demonstrates how each is fundamental (...) to enabling citizens to cultivate better virtues for themselves and society (Owen), motivating democratic engagement (Mouffe) and enhancing relations of respect and understanding between conflicting citizens (Connolly and Tully). Situated within the context of a deeply polarised post-Trump America and post-Brexit Britain, this book reveals the need to rethink our approach to conflict mediation through democratic institutions. Pulling together insights from experimental research with deliberative democratic innovations, Paxton explores how agonistic theory might be institutionalised further. Through discussing ways in which agonistic institutions might be developed to render democracy more virtuous, more engaging, and more inclusive, Agonistic Democracy provides a unique resource for students of contemporary political theory. (shrink)

The positive psychology landscape is changing, and its initial identity is being challenged. Moving beyond the “third wave of PP,” two roads for future research and practice in well-being studies are discerned: The first is the state of the art PP trajectory that will continue as a scientific discipline in/next to psychology. The second trajectory links to pointers described as part of the so-called third wave of PP, which will be argued as actually being the beginning of a new domain (...) of inter- or transdisciplinary well-being studies in its own right. It has a broader scope than the state of the art in PP, but is more delineated than in planetary well-being studies. It is in particular suitable to understand the complex nature of bio-psycho-social-ecological well-being, and to promote health and wellness in times of enormous challenges and changes. A unique cohering focus for this post-disciplinary well-being research domain is proposed. In both trajectories, future research will have to increase cognizance of metatheoretical assumptions, develop more encompassing theories to bridge the conceptual fragmentation in the field, and implement methodological reforms, while keeping context and the interwovenness of the various levels of the scientific text in mind. Opportunities are indicated to contribute to the discourse on the identity and development of scientific knowledge in mainstream positive psychology and the evolving post-disciplinary domain of well-being studies. (shrink)

Discussion of Wittgenstein's Tractatus is currently dominated by two opposing interpretations of the work: a metaphysical or realist reading and the 'resolute' reading of Diamond and Conant. Marie McGinn's principal aim in this book is to develop an alternative interpretative line, which rejects the idea, central to the metaphysical reading, that Wittgenstein sets out to ground the logic of our language in features of an independently constituted reality, but which allows that he aims to provide positive philosophical insights into (...) how language functions. McGinn takes as a guiding principle the idea that we should see Wittgenstein's early work as an attempt to eschew philosophical theory and to allow language itself to reveal how it functions. By this account, the aim of the work is to elucidate what language itself makes clear, namely, what is essential to its capacity to express thoughts that are true or false. However, the early Wittgenstein undertakes this descriptive project in the grip of a set of preconceptions concerning the essence of language that determine both how he conceives the problem and the approach he takes to the task of clarification. Nevertheless, the Tractatus contains philosophical insights, achieved despite his early preconceptions, that form the foundation of his later philosophy. -/- The anti-metaphysical interpretation that is presented includes a novel reading of the problematic opening sections of the Tractatus, in which the apparently metaphysical status of Wittgenstein's remarks is shown to be an illusion. The book includes a discussion of the philosophical background to the Tractatus, a comprehensive interpretation of Wittgenstein's early views of logic and language, and an interpretation of the remarks on solipsism. The final chapter is a discussion of the relation between the early and the later philosophy that articulates the fundamental shift in Wittgenstein's approach to the task of understanding how language functions and reveal the still more fundamental continuity in his conception of his philosophical task. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume on Human Excellence Marie A. Martin Hume was, in important respects, still verymuch a part ofthe classical ethical tradition. This is something we tend to overlook because we come out of a distinctly modern moral tradition, and we normally approach Hume looking for answers to a set of questions that are distinct, and often far removed, from the central questions of the classical tradition. Yet, the classical (...) aspects of Hume's ethics are not irrelevant to contemporary moral debates. There is evidence in recent years of a growing discontent with all the permutations of the two dominant strands of contemporary moral thought, Kantianism and utilitarianism. The sort of radical critique found in the works of Maclntyre, the increasing popularity of communitarian theories, and the resurgence of interest in virtue ethics in general, and Aristotelianism in particular, are all indications of this discontent. What I wish to suggest is that Hume's moral thought might prove a rich source for those who are dissatisfied with the direction ofmodern moral theory, and especially for those who believe that there is something within the classical tradition of virtue ethics worth salvaging. For Hume is a virtue ethicist, albeit one in modern dress, who, poised between the ancients and moderns, self-consciously chose to align himself with the ancient tradition, asserting its superiority over the modern. The ancient moralists are, Hume claims, the "best models,"1 morals being the one science "inwhich theyare not surpassed by the moderns" (E 330). The aim of this paper is to take an initial step towards refocusing our view on the largely neglected classical aspects of Hume's moral thought. The relationship between Hume's moral thought and the classical tradition is both extensive and complex, and I do not pretend to do anything more in this paper than present the tip of the iceberg. But the tip I shall examine is central to all that lies below; it is Hume's conception ofhuman excellence. Virtue or Human Excellence Perhaps Hume's most complete description ofhuman excellence occurs in the conclusion ofAn Enquiry Concerning the Principles ofMorals. Hume presents us with the fictional character, Cleanthes, as one whom "a philosopher might select... as a model ofperfect virtue" (E 270). He is, Hume claims, "a man ofhonour andhumanity," one ofwhom "[e]very one, who has anyintercourse... is sure offair and kind treatment." His Volume XVIII Number 2 383 MARIE A. MARTIN "assiduous application... [and] quick penetration... prognosticate the greatest honours and advancement." His company is enjoyed by all because he has "so much wit with good manners; so much gallantry without affectation" and "so much ingenious knowledge." His "cheerfulness... runs through the whole tenor ofhislife, and preserves a perpetual serenity on his countenance, and tranquillity ofhis soul." Finally, "[h]e has met with severe trials, misfortunes as well as dangers; and by his greatness ofmind, was still superior to all ofthem" (E 269-70). In the Treatise, Hume offers a less specific, yet similar portrait of human excellence: when we enumerate the good qualities of any person, we always mention those parts ofhis character, which renderhim a safe companion, an easy friend, a gentle master, an agreeable husband, or an indulgent father. We consider him with all hisrelations in society; andlove orhate him, according as he affects those, who have any immediate intercourse with him. And 'tis a most certain rule, that if there be no relation oflife, in which I cou'd not wish to stand to aparticular person, his character must so far be allow'd to be perfect. If he be as little wanting to himselfas to others, his character is entirely perfect.2 Although there are numerous passages throughout Hume's works that paint the same general picture, I will offer only one more, his description of an ideally virtuous disposition from his essay, The Sceptic: that which leads to action and employment, renders us sensible to the social passions, steels the heart against the assaults offortune, reduces the affections to ajustmoderation, makes our own thoughts an entertainment to us, and inclines us rather to the pleasure of society and conversation, than to those ofthe senses.3 What is common to all these descriptions... (shrink)

Different sort of people are interested in personal identity. Philosophers frequently ask what it takes to remain oneself. Caregivers imagine their patients’ experience. But both philosophers and caregivers think from the armchair: they can only make assumptions about what it would be like to wake up with massive bodily changes. Patients with a locked-in syndrome suffer a full body paralysis without cognitive impairment. They can tell us what it is like. Forty-four chronic LIS patients and 20 age-matched healthy medical professionals (...) answered a 15-items questionnaire targeting: global evaluation of identity, body representation and experienced meaning in life. In patients, self-reported identity was correlated with B and C. Patients differed with controls in C. These results suggest that the paralyzed body remains a strong component of patients’ experienced identity, that patients can adjust to objectives changes perceived as meaningful and that caregivers fail in predicting patients’ experience. (shrink)

Health‐care and public sector institutions are high‐risk settings for workplace bullying. Despite growing acknowledgement of the scale and consequence of this pervasive problem, there has been little critical examination of the institutional power dynamics that enable bullying. In the aftermath of large‐scale failures in care standards in public sector healthcare institutions, which were characterised by managerial bullying, attention to the nexus between bullying, power and institutional failures is warranted. In this study, employing Foucault's framework of power, we illuminate bullying as (...) a feature of structures of power and knowledge in public sector institutions. Our analysis draws upon the experiences of a large sample (n = 3345) of workers in Australian public sector agencies – the type with which most nurses in the public setting will be familiar. In foregrounding these power dynamics, we provide further insight into how cultures that are antithetical to institutional missions can arise and seek to broaden the debate on the dynamics of care failures within public sector institutions. Understanding the practices of power in public sector institutions, particularly in the context of ongoing reform, has important implications for nursing. (shrink)

The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show (...) that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia. (shrink)

Personhood is ascribed on others, such that someone who is recognized to be a person is bestowed with certain civil rights and the right to decision making. A rising question is how severely brain-injured patients who regain consciousness can also regain their personhood. The case of patients with locked-in syndrome is illustrative in this matter. Upon restoration of consciousness, patients with LIS find themselves in a state of profound demolition of their bodily functions. From the third-person perspective, it can be (...) expected that LIS patients might experience a differential personal identity and may lose their status as persons. However, from the patients’ perspective, it is uncontested that they retain their personal identity and that they consider themselves to be persons. We here include results from a survey with patients with LIS aimed at identifying the primary expectations of patients for their care by non-medical professionals. Based on these first-hand reports, we argue that personhood in LIS is progressively regained as the widening circle of others recognizes them as persons. (shrink)

The Quest for Learning: How to Maximize Student Engagement affirms that traditional classroom learning experiences, in which you plan lessons and voice instruction at the front of the room, do not meet 21st century students learning needs. Questing is a customizable pedagogy that readers and their students together tailor to a students abilities, needs, and interests. Side by side, and aligned with learning targets, readers learn how teachers and students determine what a student will learn about and at what pace. (...) Authors Marie Alcock, Michael Fisher, and Allison Zmuda propose three tenets of engagement (1) the learner engages with relevant, worthy inquiries and experiences that are interesting or emotionally gripping, (2) the learner engages in an active, intentional cycle with clear goals and right-sized, actionable steps, and (3) the learner engages in social, collaborative opportunities that grow expertise that allow students to take ownership of their learning. To further that ownership, students decide which design type they want to use to explore their quest topic (1) question, (2) game, or (3) network. Students then pursue lines of inquiry, design or play games, or communicate with peers and experts in online and physical spaces. Each is a method for becoming an expert on chosen topics. (shrink)

For fifteen years, from 1662 until his death in 1677, Henry Oldenburg served the Royal Society as second Secretary and was charged with almost the entire burden of its correspondence, domestic and foreign. During this time he acted as a centre for the communication of scientific news, searching out new sources of information, encouraging men everywhere to make their work public, acting as an intermediary between scientists and, through the Philosophical Transactions, providing a medium for the publication of short scientific (...) papers. Oldenburg's contribution to scientific communication was unique in the seventeenth century, not least because he represented the Royal Society and served all its members impartially. It is not too much to say that he invented the professions of scientific administrator and scientific journalist. (shrink)

Despite growing interest in emotions, organizational scholars have largely ignored the moral emotion of schadenfreude, which refers to pleasure felt in response to another’s misfortune. As a socially undesirable emotion, it might be assumed that individuals would be hesitant to share their schadenfreude. In two experimental studies involving emotional responses to unethical behaviors, we find evidence to the contrary. Study 1 revealed that subjects experiencing schadenfreude were willing to share their feelings, especially if the misfortune was perceived to be deserved. (...) Study 2 extends this work by incorporating schadenfreude targets of different status. Consistent with the “tall poppy syndrome,” subjects were more willing to share schadenfreude concerning high status targets than low status targets when the perceived severity of the target’s misconduct was low. This status effect disappeared at higher levels of perceived deservingness, however. Reported willingness to share schadenfreude was strongest at these levels but did not differ significantly between high and low status targets. These findings build on the social functional account of emotions, suggesting that sharing schadenfreude may signal normative cues to others regarding workplace behaviors that are deemed to be unethical. (shrink)

À l'occasion du cinquantième anniversaire de l'accession des Françaises aux droits politiques, l'Association Les femmes et la ville (présidente Yvonne Knibiehler, Université de Provence) et le Groupe interdisciplinaire d'études sur les femmes (présidente Eliane Gubin, Université libre de Bruxelles) ont pris l'initiative d'organiser conjointement des recherches consacrées aux rapports des femmes et de la politique. À Lyon Michèle Bacot et Marie-Claude Plantin (IEP), Mireille Meyer et Fr...

À l'occasion du cinquantième anniversaire de l'accession des Françaises aux droits politiques, l'Association Les femmes et la ville (présidente Yvonne Knibiehler, Université de Provence) et le Groupe interdisciplinaire d'études sur les femmes (présidente Eliane Gubin, Université libre de Bruxelles) ont pris l'initiative d'organiser conjointement des recherches consacrées aux rapports des femmes et de la politique. À Lyon Michèle Bacot et Marie-Claude Plantin (IEP), Mireille Meyer et Fr...

Marie McGinn; VII*—The Third Dogma of Empiricism, Proceedings of the Aristotelian Society, Volume 82, Issue 1, 1 June 1982, Pages 89–102, https://doi.org/10.109.

Personhood is ascribed on others, such that someone who is recognized to be a person is bestowed with certain civil rights and the right to decision making. A rising question is how severely brain-injured patients who regain consciousness can also regain their personhood. The case of patients with locked-in syndrome is illustrative in this matter. Upon restoration of consciousness, patients with LIS find themselves in a state of profound demolition of their bodily functions. From the third-person perspective, it can be (...) expected that LIS patients might experience a differential personal identity and may lose their status as persons. However, from the patients’ perspective, it is uncontested that they retain their personal identity and that they consider themselves to be persons. We here include results from a survey with patients with LIS aimed at identifying the primary expectations of patients for their care by non-medical professionals. Based on these first-hand reports, we argue that personhood in LIS is progressively regained as the widening circle of others recognizes them as persons. (shrink)

«L'Enseignement oral de Platon» est la première grande synthèse consacrée en France à ce que l'on appelle l'École de Tübingen, c'est-à-dire une nouvelle interprétation de Platon qui a provoqué de vifs débats, un renouveau des études platoniciennes et de toute la conception de la philosophie antique.L'École de Tübingen admet que Platon a enseigné des doctrines qu'il s'était volontairement abstenu de consigner dans ses dialogues et que l'on peut reconstituer grâce aux témoignages des traditions aristotélicienne, platonicienne et doxographique. Cette hypothèse permet (...) de mieux comprendre le milieu de l'Académie platonicienne et la problématique de la pensée aristotélicienne. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Utility and Morality: Adam Smith's Critique of Hume Marie A. Martin Reading Smith's Theory ofMoral Sentiments one cannot help but note that, in spite ofthe obvious similarities between Smith and Hume and the equally obvious borrowings and adaptions Smith makesofportions of Hume's theory, the two differ substantially on the role of utility in morality. The difference is, in fact, practically diametrical opposition. Hume believed that utility was the (...) "foundation of the chief part of morals." Smith, on the other hand, believed that, while utility may contribute an additional beauty to virtue, it is never the source oftheir virtue and rarely the source of moral approbation. Given their agreement in so many other respects, why the difference regarding utility? To answer this question I shall examine both Smith's specific criticisms ofHume regarding the role ofutility in morals and his more general objections to any theory that makes an appeal to utility a foundation ofmoral approval. I shall show that, while Smith does raise anumber ofgenuine difficulties for Hume's theory, he does not succeed in his most serious criticism, that is, that Hume's theory does not adequately capture the essentially social nature ofmorality. Hume's View ofthe Role ofUtility AccordingtoHume, the sentimentofmoral approbation arisesfrom the perception ofqualities ofcharacter or mind which are either useful or agreeable to ourselves or others. Examples of qualities agreeable to ourselves include cheerfulness, confidence, self-respect, and taste. Examples of qualities agreeable to others include manners, wit, eloquence, andmodesty. But themajorityofourmoral sentiments arise from the perception of the usefulness of qualities, that is, "from reflexions on their tendency to the happiness of mankind, and of particularpersons."2 Utility or usefulness is nothing but a tendency to a certain end. But, Hume claims, "itis acontradictioninterms, thatany thingpleases as means to an end, where the end itself no wise affects us" (E 219). Thus, ifwe approve ofthose qualities thathave a tendency to promote the happiness or well-being of either the possessor or others, it must be eitherbecause we value theirhappinessin itselforbecause we value it as a means to our own interests. Volume XVI Number 2 107 MARIE A. MARTIN Hume rejects the second alternative as contrary to experienced fact. The "selfish systems" which attempt to reduce all moral approbation to self-interest cannot account for our praise and admiration ofthe courage and fortitude ofour enemies even when their consequences thwart our own interests. Neither can such systems account for the fact that "[w]e frequently bestow praise on virtuous actions, performed in very distant ages and remote countries; where the utmost subtilty ofimagination would not discover any appearance ofself-interest" (E 215-16). If it is not self-interest that leads us to approve useful qualities, thenitis clear that"[w]e must adopt amore public affection, and allow, that the interests ofsocietyare not, even on their own account, entirely indifferent to us" (E 219). We approve of qualities that promote the well-being of others because we have a natural concern for their welfare. In general, it is certain, that, wherever we go, whatever we reflect on or converse about, every thing still presents us with the view of human happiness or misery, and excites in our breast a sympathetic movement of pleasure or uneasiness. (E 221) Thus, our approval of useful qualities rests on their tendency to promote the happiness of those who possess or are affected by them, and this, in turn, rests on sympathy, the communication of passions, whereby we "feel" for others—happiness for theirjoys, sorrow for their miseries. So, althoughtheutilityofqualitiesofcharacteris notthe solecause ofour approbation, it is the most extensive and important one. It appears tobe matter offact, that the circumstance oíutility, in all subjects, is a source ofpraise and approbation: That it is constantly appealed to in all moral decisions concerning the merit and demerit ofactions: That it is the sole source ofthat high regard paid to justice, fidelity, honour, allegiance, and chastity: That it is inseparable from all the other social virtues, humanity, generosity, charity, affability, lenity, mercy, and moderation: And, in a word, that it is the foundation ofthe chief part of morals, which has a reference to mankind and our fellow-creatures. (E... (shrink)

Il faut saluer la réédition aux Éditions Turquoise de la traduction de Die Waffen nieder!, l’ouvrage antimilitariste de la pacifiste autrichienne Bertha von Suttner, qui, dès sa parution en 1889, devint le best-seller incontesté de la fin du siècle, immédiatement traduit en une vingtaine de langues et en français en 1899. C’est du reste cette traduction, la seule existant à ce jour en langue française, qui est rééditée ici avec la préface d’époque signée par Gaston Moch, dreyfusard de la prem...

This contribution aims to shed light on the interface between language competence and two significant developments in contemporary society: the increase in international mobility and the growing importance of mediated communication. First, I will highlight some common features of mobility and mediated communication and their interaction with second language proficiency, and summarize relevant findings from communication research and media studies. Next, I will focus on the relationship between language and media use. I will model the impact of second language proficiency (...) as a set of additional options within a variable context characterized by the interaction of linguistic competence, place of residence, and language status. I will analyze each factor in turn and illustrate my claims with data from empirical findings on student experience of residence abroad. I will then discuss implications for foreign language teaching before presenting some speculative thoughts about future developments. (shrink)