Richard-Emmanuel Eastes

Bio: Richard-Emmanuel Eastes is an academic researcher from École Normale Supérieure. The author has contributed to research in topics: Humanities & Political science. The author has an hindex of 3, co-authored 9 publications receiving 29 citations.

Eduquer à la condition terrestre

Abstract: Si le developpement durable a reussi l’exploit de s’immiscer jusqu’au sein de l’economie et que son education a investi la plupart des programmes scolaires, force est de constater que, pres de 30 ans plus tard, extinctions massives, pollutions, disparites sociales, catastrophes ecologiques et surexploitations sont notre pain quotidien. Ce resultat, contre-productif et alarmant, n’est-il pas a attribuer a un concept qui a endormi les consciences plutot que de les reveiller ? Des lors quelles sont les questions fondamentales qui doivent guider notre reflexion en tant que penseurs de l’education ? Quelle est notre place face a une urgence qui ne peut plus se satisfaire de beaux discours ?

Pour des institutions de formation des enseignants tournées vers le futur

Abstract: Les enseignants formés aujourd’hui enseigneront à nos petits et arrière-petits-enfants, qui eux-mêmes exerceront leur vie active jusqu’à l’horizon 2100. On prend la mesure des enjeux quand on pense à l’enseignement reçu par nos arrière-grands-parents, dans un monde qui ne semble pas avoir cessé d’évoluer depuis, loin s’en faut. Réfléchir à l’éducation dont auront besoin les élèves du futur nécessite de commencer dès aujourd’hui à penser également la formation des enseignants du futur, sur la base de la vision simultanée d’un avenir désirable et d’une société adaptée aux transformations du monde. C’est pourquoi nous pensons que les institutions de formation d’enseignants doivent développer une vision prospective forte et pas seulement une stratégie adaptative. Alors, à quoi et comment voulons-nous que soient formé(e)s les enseignant(e)s du XXIe siècle ?

Explaining life… synthetic biology through inorganic chemistry in the early 20 th

Abstract: Among the many great mysteries which science attempted to tackle in the 20th century, the ability to explain the origin of life has thrilled generations of researchers from all fields. When he invented „synthetic biology‟, Stephane Leduc (1853-1939), a professor at the Medical School of Nantes in 1933, really believed that he had found the answer. A century after his discovery, with the kind help and skills of our photographer, we have recreated his breakthrough experiments and tried to shed new light on all the magnificent forms and colours which his theory allowed him to create.

Individual differences in reasoning: Implications for the rationality debate?-Open Peer Commentary-Differences, games, and pluralism

Abstract: Much research in the last two decades has demonstrated that human responses deviate from the performance deemed normative according to various models of decision making and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be interpreted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experimenter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the model response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance errors are a minor factor in the gap; computational limitations underlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Unexpected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.