The Monographs produced by the International Agency for Research on Cancer (IARC) apply rigorous procedures for the scientific review and evaluation of carcinogenic hazards by independent experts. The Preamble to the IARC Monographs, which outlines these procedures, was updated in 2019, following recommendations of a 2018 expert Advisory Group. This article presents the key features of the updated Preamble, a major milestone that will enable IARC to take advantage of recent scientific and procedural advances made during the 12 years since (...) the last Preamble amendments. The updated Preamble formalizes important developments already being pioneered in the Monographs Programme. These developments were taken forward in a clarified and strengthened process for identifying, reviewing, evaluating and integrating evidence to identify causes of human cancer. The advancements adopted include strengthening of systematic review methodologies; greater emphasis on mechanistic evidence, based on key characteristics of carcinogens; greater consideration of quality and informativeness in the critical evaluation of epidemiological studies, including their exposure assessment methods; improved harmonization of evaluation criteria for the different evidence streams; and a single-step process of integrating evidence on cancer in humans, cancer in experimental animals and mechanisms for reaching overall evaluations. In all, the updated Preamble underpins a stronger and more transparent method for the identification of carcinogenic hazards, the essential first step in cancer prevention. (shrink)

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

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

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

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)

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)

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)

Perry Anderson, Edward Palmer Thompson, David Harvey, Moishe Postone, Derek Sayer, Simon Clarke, Robert Brenner, Ellen Meiksins Wood et David McNally : neuf penseurs importants dont l'influence grandissante marque un renouveau de l'apport de l'oeuvre de Marx et de ses successeurs au champ des sciences sociales. Chaque chapitre décrit le parcours intellectuel de l'une de ces figures et analyse sa contribution à une pensée en mouvement, offrant ainsi pour la première fois au public francophone un tour d'horizon des différentes formes (...) du marxisme anglo-saxon contemporain. Hétérogène, ce courant de pensée résolument antidogmatique est traversé de tendances communes telles la critique du réductionnisme économique et une sensibilité accrue aux processus historiques des rapports de domination. Historiens, sociologues, politologues, géographes ou philosophes, les auteurs ici réunis ont chacun à leur manière contribué au vaste chantier théorique de la pensée marxiste et du matérialisme historique, qui continue de s'étendre, un siècle et demi après sa fondation. (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)

Cet article rend compte du lien mère-enfant et des effets des confinements sur les fantasmes œdipiens. Nous partirons de notre pratique de psychologue dans un centre médico-psychologique et plus particulièrement de l’analyse d’un cas clinique d’un jeune garçon et de sa mère que nous avons pu suivre avant et après la période des confinements. Nous nous appuierons sur la parole de l’enfant qui évoque, au sortir du confinement, une certaine « nostalgie » de ce moment où la place du tiers (...) (social et familial), comme possible agent séparateur, a été mise de côté. Ceci nous permettra de faire des hypothèses quant aux effets de ce huis clos familial et de mettre en avant le vécu de menace d’une réalisation du fantasme œdipien qui a pu faire violence à l’enfant. (shrink)

This essay addresses the subject of animal representation via an historical account of the place of the animal in visual culture. It emphasizes the relationship between the animal as a visual image and the technology that produces this image. It explores three examples in a period covering c. 1895 to the 1930s, in Britain, that analyze the relations between animal representation, technology, and the public domain. These are film, zoo display, and slaughterhouse practice. The overall goal of the essay is (...) to move away from emphasis on the textual, metaphorical animal, which reduces the animal to a mere icon, to achieve a more integrated view of the effects of the presence of the animals and the power of its imagery in human history."[s]i l'animal a le temps, s'il est «constitué» par un «temps»" ["[w]hether the animal has time, whether the animal is 'constituted' by a 'time.'"]. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

Experimental philosophy is often regarded as a category mistake. Even those who reject that view typically see it as irrelevant to standard philosophical projects. We argue that neither of these claims can be sustained and illustrate our view with a sketch of the rich interconnections with philosophy of science.Keywords: Science; Philosophy; Experimental Philosophy.

Le raddoppiamento fonosintattico (RF) induit par l’accent est un processus de sandhi externe qui consiste, dans une séquence [mot1+mot2], à redoubler la consonne initiale du second lorsque la voyelle finale du premier est tonique (ex. : città ppulita vs casa pulita), cf. Loporcaro (1997a), Absalom & Hajek (1998). Ce processus est connu surtout en toscan Chierchia (1986). Ce résumé corrèle le RF induit par l’accent avec un autre phénomène qui, de prime abord, n’entretient aucun rapport avec lui : la réduction (...) à schwa des voyelles atones que l’on observe dans certains dialectes italiens. L’objectif de cet article est de montrer, par la diatopie, que les deux sont incompatibles, i.e. qu’aucun système ne peut les combiner. (shrink)

Jonathan Quong | : Alan Patten presents his account of minority rights as broadly continuous with Ronald Dworkin’s theory of equality of resources. This paper challenges this claim. I argue that, contra Patten, Dworkin’s theory does not provide a basis to offer accommodations or minority rights, as a matter of justice, to some citizens who find themselves at a relative disadvantage in pursuing their plans of life after voluntarily changing their cultural or religious commitments. | : Alan Patten considère (...) que sa théorie des droits des minorités s’inscrit en continuité avec celle de l’égalité des ressources chez Donald Dworkin. Cet article interroge cette affirmation. Je soutiens que, contrairement à ce que pense Patten, la théorie de Dworkin ne fournit pas de base en vue d’accommodations ou des droits de la minorité, en ce qui a trait à la justice, à des citoyens relativement désavantagés par la poursuite de leur plan de vie après avoir volontairement changé de culture ou d’engagements religieux. (shrink)

"Text, it is Jean-Luc Godard’s “ennemi royal, principal." Text, it is on the side of death, “les images c’est la vie et les textes, c’est la mort”. Twenty years later and the war is not over: “Une image est paisible. Une image de la Vierge avec son petit enfant sur son âne n'amène pas la guerre, c'est son interprétation par un texte qui amènera la guerre et qui fera que les soldats de Luther iront déchirer les toiles de Raphaël.” Godard’s (...) story is not just of the history of cinema, it is one in which text has won out to the extent that TV and the computer too make of the image something subservient to text. “Since Gutenberg” the text has triumphed in this way. “There was a long struggle, marriage or liaison between painting and text. Then the text carried the day. Film is the last art in the pictorial tradition... Take away the text and you’ll see what’s left. In TV nothing is left.” It is obvious from these lines of demarcation, lines which divide the art of the image from what would declare war on its most sacred icons and defeat its technologies, a conflict in which there is just the one aggressor, a division which makes of the relation between image and text nothing less than a matter of life and death, that for Godard text is indeed the enemy...". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 67.3 (2006) 523-545 [Access article in PDF] Enlightenment! Which Enlightenment? Jonathan Israel Institute for Advanced Study Encyclopedia of the Enlightenment, 4 vols., editor in chief Alan Charles Kors; eds. Roger L.Emerson, Lynn Hunt, Anthony J. La Vopa, Jacques Le Brun, Jeremy D. Popkin, C. Bradley Thomson, Ruth Whelan, and Gordon S. Wood (New York: Oxford University Press, 2003). On the surface it (...) might well seem that during the last fifteen or twenty years the Enlightenment understood as a new way of thinking about reality and society has receded more and more from its former privileged status as a pivotal turning-point in the making of the modern world, and especially as any kind of leap forward in the making of a freer, more rational, and better humanity. Under the combined assaults of Post-Structuralism, Postmodernism, Postcolonialism, the rise of the new social history (and not least Robert Darnton's critique of the old intellectual history), the Enlightenment conceived as a movement of ideas appears to be not just firmly in retreat and increasingly under siege but also fragmenting into disparate remnants with no coherent overall profile.Yet, paradoxically, there are grounds for conjecturing that the Enlightenment despite all this, has actually been becoming, under the surface, an even more crucial and robust force than it was before, much like a powerfully compressed spring being pushed back but ready to rebound with greater impetus than ever. One reason for thinking this is the extensive new material unearthed in the last few years, mostly by colleagues in continental Europe, about the origins of "radical," in the sense of egalitarian, secularist, Spinozist, and anti-colonial, thought. A second and possibly more important [End Page 523] reason is that the terrible events of the last several years have provided thoughtful readers with more than just a glimpse of the nightmare world apt to result from enshrining as a new set of privileged and prevailing values "difference," a thoroughgoing relativism, and the doctrine that all sets of values, even the most questionable kinds of theology, are ultimately equivalent.The inevitable recoil from Postmodernist "relativism" will presumably strengthen the appeal, at least in some quarters, of the Radical Enlightenment's claim that the improvement of human life inescapably involves emancipating men from the collective force of autocracy, intolerance, and prejudiced thinking, and establishing a predominantly secular morality, no less than it involves promoting the ideals of equality (sexual and racial), democracy, individual liberty, and a comprehensive toleration. Indeed, recent developments on all continents seem likely to lend new weight to the radical philosophes' argument that the moral basis of their theorized egalitarianism, democracy, toleration, and individual freedom, despite the arguments of the Postmodernists (which by no means lack weight in certain contexts), is after all concretely superior in terms of reason and moral equity not just to what one faith or traditional system or another contends, in opposition to its claims, but absolutely—that is in ethical and political as well as social terms. One may confidently predict that such a development will render the Enlightenment both more compelling and much harder to disparage than it has appeared to be in the wake of the Postmodernist upsurge in recent years.The prestige and status of the Enlightenment Western and Eastern, still conspicuously low for the present, may powerfully rebound, then, and in all parts of the world; and this for the simple reason that "Enlightenment thinking," as one scholar recently expressed it, "remains the best foundation for any genuinely progressive politics not simply in the West but in those states that suffered most at its [i.e. the West's] hands."1 To anyone authentically committed to democracy, toleration, and personal liberty this seems undeniable and, what is more, as we see in Bayle, Diderot, the Abbé Raynal, Lahontan, Van den Enden, and other radical writers of the Enlightenment, the roots of anti-colonialism itself, as well as the modern idea of racial, ethnic, and sexual equality, are undoubtedly to be found precisely in the "philosophical" thought-world of the Enlightenment—and especially the... (shrink)

Cet article se concentre sur le jeu de danse d’une petite fille de neuf ans, filmé par elle-même dans la cour d’une école primaire écossaise, en 2018. Olivia incorpore dans son jeu des objets numériques, non numériques, et son environnement, passant de la sélection de chansons sur un téléphone à la danse avec la caméra, au jeu avec le vent, et à la manipulation d’un cône de signalisation. Elle créé un espace de jeu personnel au milieu de l’espace commun, marqué (...) par la musique, le mouvement, les objets et elle-même. Cet article examine comment, à travers ce processus de danse ludique, Olivia met en scène son enfance genrée au féminin, dans sa façon d’interagir avec les gens, l’espace et les objets. Olivia s’inscrit ainsi dans la tradition du jeu dansé des filles. Mais dans la cour post-numérique, les objets numériques deviennent une partie de son jeu, suivant une autre tradition enfantine du jeu, le “bricolage”, dans lequel les enfants utilisent le monde qui les entoure, à travers le temps et l’espace. (shrink)

Geoffrey Chaucer pose dans The Canterbury Tales un regard unique sur l’évolution de la poésie anglaise durant le Moyen Âge. L’alternance de genres et de styles poétiques différents lui permet de refléter tout le potentiel de la littérature par le biais d’un réagencement des images, symboles et conventions qui la définissent. Néanmoins, ce qui fait la force de Chaucer dans The Canterbury Tales, est sa capacité à développer un dialogue entre les différents récits constituant l’œuvre, ainsi que sa facilité à (...) renverser nos attentes en extrayant son public d’un roman de chevalerie pour le propulser dans l’univers carnavalesque du fabliau, comme c’est le cas dans The Merchant’s Tale. En jouant avec l’imaginaire de l’arbre et du fruit, Chaucer nous prive dans ce conte de toute élévation et fait de son poirier un arbre inversé. In The Canterbury Tales, Geoffrey Chaucer takes a unique look at the evolution of English poetry during the Middle Ages. The interplay of different poetical styles and genres allows him to reflect the potential of literature through a reorganization of the images, symbols, and conventions that define it. Nonetheless, Chaucer’s real strength in The Canterbury Tales is his capacity to develop a dialogue between the different stories told in the work and also the ease with which he reverses his audience’s expectation, taking us out of traditional romance and throwing us into the burlesque world of a fabliau. In The Merchant’s Tale, Chaucer plays with the imagery of trees and fruits in order to deprive us of any possible elevation and ends by turning his pear tree upside down. (shrink)

La série Doctor Who est parvenue, en cinquante ans d’existence, à mettre en place une mythologie dans laquelle technologie et mythes des origines ont donné vie à un univers que la majorité des personnages perçoit comme étant « magique ». Tout comme le magicien ou la figure du sage dans le monomythe campbellien, le Docteur apparaît toujours au bon moment et provoque l’appel de l’aventure qui guide ses compagnons humains dans un monde merveilleux. Offrant souvent des explications pseudo-scientifiques incompréhensibles pour (...) le commun des mortels, le Docteur ressemble ainsi au magicien d’Oz dont les pouvoirs magiques viennent d’une maîtrise scientifique supérieure à celle de ses interlocuteurs. Mais la représentation de ce magicien spatio-temporel a pris une toute nouvelle tournure lorsqu’il est devenu évident que le Docteur et Merlin avaient une histoire et des origines communes. In fifty years, Doctor Who managed to develop a mythology in which technology and origin myths gave birth to a universe that most characters perceive as “magical”. Just like the wizard or the wise in the Campbellian monomyth, the Doctor systematically appears at the right moment and provokes the call to adventure that will lead his human companions in a wonderful world. His pseudo-scientific explanations, often incomprehensible for us mortals, thus create a certain connection between the Doctor and the Wizard of Oz, whose magic powers result from a superior knowledge of science. But the representation of this spatiotemporal magician became quite different when the Doctor and Merlin started to have a common history and a same origin. (shrink)

Con questa ricerca vorremmo soffermarci su quattro punti che riteniamo fondamentali per la comprensione dell'influenza delle fonti neoplatoniche nella Firenze del Quattrocento. Il punto di partenza è l'analisi dei rapporti tra i due massimi esponenti del neoplatonismo fiorentino: Pico della Mirandola e Marsilio Ficino, autori fondamentali non solo per le loro interpretazioni, ma anche per aver riscoperto e tradotto, dopo secoli di silenzio, i tesori del pensiero greco. Non si comprenderebbe l'influenza delle fonti neoplatoniche antiche nel Quattrocento senza rendere conto (...) del confronto – spesso molto aspro – tra i due protagonisti pricipali della riscoperta rinascimentale di Platone e di tutta la tradizione neoplatonica. Il secondo punto affronta un'importante interpretazione in senso tomista dell'opera di Pico, quella di Giovanni di Napoli, che aiuta ad intendere tanto le differenze tra il mirandolano e Ficino, quanto ad introdurre all'influenza importantissima dello Pseudo-Dionigi in tutto il dibattito filosofico del tardo Quattrocento. Il terzo punto cerca di affrontare un tema fondamentale: l'esigenza di definire e organizzare nuovi ordini del sapere. Dal recupero del passato emergevano nuove contraddizioni e nuove esigenze, non si trattava affatto di una semplice imitazione dell'antico, ma al contrario, significava farlo rivivere in nuove forme e costruire nuovi sistemi dei saperi capaci di rispondere alle esigenze culturali e politiche che stavano alla base della nascita del moderno. L'ultimo punto riguarda invece un'analisi specifica tra il pensiero di Giovanni Pico e lo Pseudo-Dionigi, discorso che ovviamente comporta anche l'analisi di altre fonti fondamentali, in particolare Damascio. Parole chiave: Neoplatonismo fiorentino, Giovanni Pico, della Mirandola, Marsilio Ficino, Pseudo-Areopagita. (shrink)

Depuis plusieurs années, Michel Onfray s'offre tous les plateaux télé, la radio et la presse pour dire qu'il est un contestataire et un rebelle. Les médias lui offrent des colonnes et des boulevards et il est régulièrement sollicité pour livrer son avis sur les gens, le monde, la politique, les faits de société. Il réalise l'acrobatie étonnante d'être un incontournable du système médiatique et commercial tout en prétendant combattre ce système. Ce livre a pour objet de disséquer, d'analyser et de (...) démontrer le mythe Onfray, une fable médiatique créée de toutes pièces par une industrie bien huilée qui avait besoin qu'un prétendant occupe le siège vacant de l'intellectuel de service. Mission accomplie. Mais Michel Onfray est-il le philosophe de génie que nous vendent les médias? Est-il un intellectuel crédible? En réalité sa vision du monde est binaire, schématique ; son rapport à l'Histoire sans nuance et ce qu'il prend pour la construction d'une pensée philosophique solide ressemble davantage à une crise d'adolescence qui n'a jamais fini. Sa critique politique est simpliste, sans surprise, totalement conforme aux dogmes du prêt-à-penser moderne. Les contradictions, les non-sens et les banalités abondent dans une oeuvre littéraire creuse et répétitive. Ce livre explore la réalité onfrayenne et en tire un bilan sans appel qui détricote le mythe. (shrink)

Matej Hriberšek z monografijo Slovenski doktorji klasične filologije na dunajski univerzi v obdobju 1872–1918 razširja in nadgrajuje raziskave, ki jih je izvedel za področje klasične filologije v sklopu projekta »Zgodovina doktorskih disertacij slovenskih kandidatov v avstro-ogrski monarhiji (1872–1918)«. Izbira letnic je logična: leta 1872 je v avstro-ogrski monarhiji prišlo do korenite reforme doktorskega študija (odtlej so doktorski kandidati morali pred promoviranjem napisati znanstveno disertacijo ter uspešno opraviti dva rigoroza), leto 1918 pa zaznamuje konec monarhije. Za to obdobje je na dunajski (...) Filozofski fakulteti evidentiranih 11 doktoratov s področja klasične filologije. Hriberškov pogoj za uvrstitev kandidata na seznam ni bil le, da slednji izvira s slovenskega narodnostnega ozemlja, ampak tudi, da je za materni jezik na vpisnici navedel slovenščino. Čeprav za dva kandidata (Janeza Maslja in Franca Omerzo) v arhivski dokumentaciji ni zapisa o promociji, sta v knjigo vseeno vključena, saj sta opravila vse oziroma večino obveznosti, ki so bile zanjo pogoj. (shrink)

Jean-Paul Sartre developed a sophisticated and insightful feminist critique of western society through two plays and two screenplays written between 1944 and 1946 –– Huis clos, Les Jeux sont faits, Typhus, and La Putain respectueuse. In these works, Sartre explores the relations between economic oppression, epistemic injustice, and misogynistic violence, diagnoses their root cause as the patriarchal norms of femininity and masculinity, and ascribes the power of those norms to bad faith and internalized oppression. This social critique, which includes a (...) racial dimension, informs some of his subsequent fictional and philosophical writings. Sartre’s analysis of patriarchy has not been noted in writings about these famous dramatic works, a distortion which seems partly due to those same patriarchal norms. (shrink)

Dans cet article, le philosophe Jonathan Glover illustre sa conviction selon laquelle les grandes œuvres littéraires peuvent nous donner autant à penser que les ouvrages philosophiques. Anna Karénine de Tolstoï permet d’abord à Glover de se demander dans quelle mesure nos émotions peuvent à elles seules constituer une boussole morale. Puis, quel que soit le jugement moral que l’on porte sur Anna Karénine, la question se pose de savoir si elle aurait pu agir autrement, ce qui met en jeu (...) la question traditionnelle de la liberté humaine. Enfin, Glover trouve dans le roman de Tolstoï l’occasion de s’intéresser à une notion peu envisagée par les philosophes, mais très valorisée par le romancier russe, à savoir le « sérieux ». (shrink)

Nous soutenons que l’enseignement de la philosophie à travers le monde est encore hanté par une «politique» de marginalisation des traditions moins favorisées comme la philosophie africaine. Des travaux renommés montrent que le programme classique de philosophie utilisé dans les établissements d’enseignement à travers le monde est principalement occidental et, en tant que tel, très colonial. Nous soutenons que cela équivaut à une sorte d’«injustice épistémique» qui porte préjudice à la production de la connaissance. Nous affirmons en particulier que cette (...) «politique» doit être interrompue. Nous proposons comme alternative la tradition conversationnelle, à partir de laquelle une programme de philosophie compréhensif et inconciliable avec la politique d’exclusion pourrait être mis au point. (shrink)

I discuss an argument for Leibniz’s principle of sufficient reason, the argument that he gives from considerations about necessary and sufficient conditions. I consider two versions that Leibniz offers, a longer and a shorter one. I also wish to assess a criticism of the longer version of Leibniz’s argument made by the distinguished Leibniz scholar Robert Merrihew Adams in 1994. Adams claims that Leibniz’s argument for the principle of sufficient reason begs the question. A simple formalization of the argument in (...) propositional logic shows that this is not the case, but reveals two further difficulties. The first difficulty (a) has to do with the apparent failure of the derivation of the principle that the existence of the “aggregate” of the necessary conditions for the existence of a thing implies the existence of the sufficient conditions. The second difficulty (b) is that Leibniz’s second premise plays no obvious role in his derivation. I try to solve these problems, on his behalf. (shrink)

This paper discusses the implications of the ethical theory of Emmanuel Levinas for theoretical debates about legal obligation. I begin by examining the structure of moral reasoning in light of Levinas's account of ethics, looking particularly at the role of the third party (le tiers) in modifying Levinas's primary ethical structure of the face to face relation. I then argue that the primordial role of ethical experience in social discourse, as emphasised by Levinas, undermines theories, such as that of H. (...) L. A. Hart, that propose a systematic distinction between legal and moral species of obligation. (shrink)

E. M. Wood, one of the main figures of political Marxism, is interviewed by Frédérick-Guillaume Dufour and Jonathan Martineau and discusses the different directions of her work. The main questions she is asked concern : her relationship to Marx ; her specific approach to history and how it differs from other Marx-inspired types of analysis ; the situation of contemporary capitalism ; the dead ends of intellectual debates in recent years and the challenges of the current political situation.

En France, jusqu’en 2007, au moins trois albums de bandes dessinées avaient été consacrés à la diffusion du témoignage d’un survivant de la Shoah. Il s’agit des diptyques Maus et Au nom de tous les miens respectivement signés par Art Spiegelman et par le duo Philippe Cothias / Paul Gillon, et de Seules contre tous réalisé par Miriam Katin. Si la mécanique énonciative de Maus a plus d’une fois été mise en relief par les sciences sociales, il n’en est, semble-t-il, (...) rien pour les deux autres oeuvres. En conséquence, la présente contribution expose les caractéristiques de l’énonciation des récits testimoniaux composant celles-ci. Puis, compte tenu de l’inévitable disparition des derniers rescapés du génocide, en s’appuyant sur d’autres albums, cette étude s’interroge aussi sur l’avenir de l’expression du témoignage relatif à la Shoah dans et par la bande dessinée.Up to 2007 in France, at least three comic strip albums had been published to give voice to the personal accounts of survivors of the Holocaust. These were the “Maus” and “Au nom de tous les miens” diptychs by Art Spiegelman and the Philippe Cothias / Paul Gillon duo, and “Seules contre tous” by Miriam Katin. While the enunciative mechanics of “Maus” have been highlighted more than once by the social sciences, this does not seem to be the case for the other two works. Consequently, this contribution describes the enunciative characteristics of the testimonial narratives that compose them. Given that the survivors of the Holocaust will inevitably disappear, we then move on to other albums to seek insights into the future of personal accounts of the Holocaust in and through the comic strip medium. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 29.4 (1999) 20-39 [Access article in PDF] Anderson and the Novel Jonathan Culler 1 Benedict Anderson's Imagined Communities: Reflections on the Origins and Spread of Nationalism has, in the past decade, become a classic of the humanities and social sciences. Any theoretically savvy discussion of nations or of societies of any sort must cite it for its fundamental insight that nations and, as Anderson points out, "all (...) communities larger than primordial villages of face-to-face contact (and perhaps even these) are imagined" [6]. In retrospect, it seems obvious that nationality, nationness, and nationalism "are cultural artifacts of a particular kind" [4], but this had previously been obscured by intellectuals' sense that nationalism was above all an atavistic passion, an often noxious prejudice of the unenlightened. Imagined Communities both argued that we had better seek to understand it, since "nation-ness is the most universally legitimate value in the political life of our time" [3], and gave us a constructivist way of thinking about the phenomenon of nationalism, which becomes more interesting and intellectually more acceptable when we ask how it is created, what discursive, imaginative activities bring particular nationalisms into being and give them their distinctive form. When nationalism was vulgar passion provoked by empirically occurring nations, it was vulnerable to the objection implicitly or explicitly mounted against it: why should I feel more affinity with people who happen to inhabit the country I live in than with others, more like-minded, who happen to have been born in other nations? Anderson neatly turned the tables on us by taking this as a serious question. Why indeed do we feel such affinities? How to explain the fact that people are more willing to make great sacrifices for others of the same nation whom they have never met (and whom they might dislike if they did) than for worthy and unfortunate people elsewhere?Read today, the introduction to Imagined Communities has the rightness and efficiency of a classic ("why hadn't anyone realized this before?"), as it guides us into the paradoxes of the modern world of nationalism: nations are objectively recent but subjectively antique, even eternal; nations may be messianic, but no nation's citizens imagine that everyone should eventually join their nation. Already here Anderson displays what I take to be the key to his appeal to the nonspecialist: his ability concretely to show us the strangeness of the familiar by judicious comparisons. Try to imagine a "Tomb of the Unknown Marxist or a Cenotaph for fallen Liberals," he suggests. But a Tomb of the Unknown Soldier does not seem risible. Why? "Many different nations have such tombs without feeling any need to specify the nationality of their absent occupants. What else could they be but Germans, American, Argentinians...?" [10]. We are in a sentence or two brought to appreciate the necessity of accounting for a social and cultural phenomenon that comparison and humor highlight.The second edition of Imagined Communities demonstrates, in a compelling if serendipitous way, just how much we need Anderson to provide such insights, as it takes up what he and his readers had failed to notice in the first edition. There he had quoted Ernest Renan remarking "in his suavely backhanded way," "Or l'essence d'une nation est que tous les individus aient beaucoup de choses en commun, et aussi que tous [End Page 20] aient oubliés bien des choses [in fact the essence of a nation is that all the individuals have many things in common and also that they have all forgotten many things]," with a footnote continuing the quotation: "tout citoyen français doit avoir oublié la Saint-Barthélemy, les massacres du Midi au XIIIe siècle [every French citizen must have forgotten Saint Bartholomew's, the Provence massacres in the thirteenth century]" [6]. In the preface to the second edition Anderson notes, "I had quoted Renan without the slightest understanding of what he had actually said: I had taken as something easily ironical what was in fact utterly bizarre" [xiv]. He calls this a "humiliating recognition" [xiv], which led him to write... (shrink)