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Showing papers in "Phronesis in 2013"


Journal ArticleDOI
TL;DR: In this paper, the authors explore the model Aristotle uses to explain animal locomotion. But they focus on the problem of squaring localization of the soul in the heart, inherent in the model, with Aristotle's hylemorphism.
Abstract: This paper explores the model Aristotle uses to explain animal locomotion. It is argued that Aristotle had to bring animal locomotion in line with his arguments in Physics VIII, and that he did so with a model in which animal locomotion is regarded as an outcome of transformation of motions guided, at the most basic level, by perception. The model enables Aristotle to keep the account of animal locomotion in harmony with his mechanics as well as his psychology, and to explain a range of different features pertinent to the study of animal locomotion. The model and its application are investigated through careful discussions of many relevant passages from Aristotle’s works. The problem of squaring localization of the soul in the heart, inherent in the model, with Aristotle’s hylemorphism is addressed at the end.

45 citations


Journal ArticleDOI
Tom Russell1
TL;DR: This article explored reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics, and concluded with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.
Abstract: Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schon’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

35 citations


Journal ArticleDOI
TL;DR: The authors reconstructs the reasons for thinking that the human intellect cannot have a bodily organ, arguing that no physical structure could enable a bodily part or combination of bodily parts to produce or determine the full range of forms that human intellect can understand.
Abstract: I reconstruct Aristotle’s reasons for thinking that the intellect cannot have a bodily organ. I present Aristotle’s account of the ‘aboutness’ or intentionality of cognitive states, both perceptual and intellectual. On my interpretation, Aristotle’s account is based around the notion of cognitive powers taking on forms in a special preservative way. Based on this account, Aristotle argues that no physical structure could enable a bodily part or combination of bodily parts to produce or determine the full range of forms that the human intellect can understand. For Aristotle, cognitive powers with bodily organs are always spatio-temporally limited, but the understanding is not. Aristotle claims that our understanding applies to all instances of the thing understood wherever and whenever they exist. On Aristotle’s own account the intellect in its nature is only ‘potential’, it does not actually possess any form. Thus nothing prevents it from possessing all forms.

22 citations


Journal ArticleDOI
TL;DR: In this article, the authors propose a model of pratique reflexive en formation of enseignants of a superieur based on the Kelchtermans model, which traverses quatre dimensions (instrumentale, morale, politique and affective).
Abstract: La formation des enseignants du superieur est de plus en plus valorisee dans les institutions du monde entier. Les modeles de formation et de valorisation semblent par ailleurs multiples. Considerant que le developpement professionnel initial ou continu des enseignants passe, du moins en partie, par le developpement d’une pratique reflexive appuyee sur la base d’ecrits scientifiques, nous proposons d’une part de reflechir a un modele de pratique reflexive, celui de Kelchtermans, a travers quatre dimensions (instrumentale, morale, politique et affective), et d’autre part a la formation des enseignants du superieur dans une perspective de Scholarship of Teaching and Learning. Ce texte, qui se veut avant tout une reflexion ouverte sur le developpement de la pratique reflexive en formation a l’enseignement superieur, se base sur des ecrits scientifiques, mais egalement, en bonne partie, sur notre pratique d’enseignante.

20 citations


Journal ArticleDOI
TL;DR: In this article, the authors evaluate the extent to which they are similar and to which their differences respond to different cultural premises, and present striking analogies to a cosmogony attributed to the Pythagoreans by Aristotle, Simplicius and Stobaeus.
Abstract: Allusions to a cosmogony contained in a Vedic hymn (RV 10.129) present striking analogies to a cosmogony attributed to the Pythagoreans by Aristotle, Simplicius and Stobaeus. The aim of the paper is to evaluate the extent to which they are similar and to which their differences respond to different cultural premises.

17 citations


Journal ArticleDOI
Owen Goldin1
TL;DR: Aristotle's account of epistēmē is foundationalist as mentioned in this paper, and the web of dialectical argumentation that constitutes justification for scientific principles is coherentist, but the disanalogy between the two accounts is not discussed.
Abstract: Aristotle’s account of epistēmē is foundationalist. In contrast, the web of dialectical argumentation that constitutes justification for scientific principles is coherentist. Aristotle’s account of explanation is structurally parallel to the argument for a foundationalist account of justification. He accepts the first argument but his coherentist accounts of justification indicate that he would not accept the second. Where is the disanalogy? For Aristotle, the intelligibility of a demonstrative premise is the cause of the intelligibility of a demonstrated conclusion and causation is asymmetric. Within the Posterior Analytics itself, Aristotle does not account for this, but elsewhere he develops the resources for doing so: the cause is what acts on a substrate to actualize a potential in that substrate, resulting in the effect. On the other hand, it may well happen that two propositions entail each other, in which case one may as well justify the one on the basis of the other as vice versa.

14 citations



Journal ArticleDOI
TL;DR: In this paper, the authors propose a theory of the reflexivite, i.e., a thematique a la mode, which traduit a sa facon une evolution importante dans la facon de penser les pratiques sociales.
Abstract: La reflexivite constitue une thematique a la mode, qui traduit a sa facon une evolution importante dans la facon de penser les pratiques sociales. Mais pour cette meme raison, sa conception est encore instable, et les sens et usages dont elle est l’objet sont pour le moins multiples. Pour effectuer un travail de conception sur la notion de reflexivite, il faut d’abord montrer en quoi elle est objet d’une inflation normative la posant comme categorie logique si attendue qu’une critique n’en est presque pas pensable. Or, cette aura tres (trop) positive doit etre dispersee pour qu’un travail theorique rigoureux puisse emerger. Le present article propose de contribuer a une theorie de la reflexivite en decrivant l’aire de dispersion des usages de cette notion, distribues sur cinq plans logiques.

11 citations


Journal ArticleDOI
TL;DR: The third of the four corrupt kinds of person he describes is the democratic man as discussed by the authors, and it is commonly thought that his soul is ruled in some way by its appetitive part, or by a particular class of appetitive desires.
Abstract: In books 8 and 9 of Plato’s Republic, Socrates provides a detailed account of the nature and origins of four main kinds of vice found in political constitutions and in the kinds of people that correspond to them. The third of the four corrupt kinds of person he describes is the ‘democratic man’. In this paper, I ask what ‘rules’ in the democratic man’s soul. It is commonly thought that his soul is ruled in some way by its appetitive part, or by a particular class of appetitive desires. I reject this view, and argue instead that his soul is ruled by a succession of desires of a full range of different kinds. I show how this view helps us better understand Plato’s depiction of corrupt souls in the Republic more generally, and with it his views on the rule of the soul, appetitive desire, and the nature of vice.

9 citations


Journal ArticleDOI
TL;DR: The trace of soul is a quasi-psychic entity that functions as an immanent cause of life for an organism's body as mentioned in this paper, and the trace of the soul must be a cause of the body's life.
Abstract: In this paper I offer an analysis of Plotinus’ argument for the existence of a quasi-psychic entity, the so-called ‘trace of soul’, that functions as an immanent cause of life for an organism’s body. I argue that Plotinus posits this entity primarily in order to account for the body’s possession of certain quasi-psychic states that are instrumental in his account of soul-body interaction. Since these quasi-psychic states imply that an organism’s body has vitality of its own (a claim for which Plotinus also finds support in the Phaedo), and Platonic souls are no part or aspect of any body, Plotinus draws the conclusion that the soul must be a cause of the body’s life by imparting a quasi-psychic qualification to it. In so doing, Plotinus introduces elements of hylomorphism into Platonist psychology, and addresses a problem for the animation of the body that Platonic soul-body dualism may plausibly be thought to face.

9 citations


Journal ArticleDOI
TL;DR: In this article, it was shown that the problem of circular proof in Prior Analytics 1.3 and 2.5 can be solved by employing a kind of multiple-conclusion logic, and that the logic provides an adequate analysis of the internal deductive structure of the propositional one.
Abstract: In Posterior Analytics 1.3, Aristotle advances three arguments against circular proof. The third argument relies on his discussion of circular proof in Prior Analytics 2.5. This is problematic because the two chapters seem to deal with two rather disparate conceptions of circular proof. In Posterior Analytics 1.3, Aristotle gives a purely propositional account of circular proof, whereas in Prior Analytics 2.5 he gives a more complex, syllogistic account. My aim is to show that these problems can be solved, and that Aristotle’s third argument in 1.3 is successful. I argue that both chapters are concerned with the same conception of circular proof, namely the propositional one. Contrary to what is often thought, the syllogistic conception provides an adequate analysis of the internal deductive structure of the propositional one. Aristotle achieves this by employing a kind of multiple-conclusion logic.

Journal ArticleDOI
TL;DR: In this paper, a demarche methodologique permettant d'identifier the reflexion professionnelle chez des stagiaires en formation a l'enseignement is proposed.
Abstract: L’article propose une demarche methodologique permettant d’identifier la reflexion professionnelle chez des stagiaires en formation a l’enseignement. En effet, la capacite d’analyser sa pratique de facon reflexive est une composante d’une competence professionnelle a developper selon le ministere de l’Education du Quebec. Une certaine forme de reflexion chez les etudiants est donc a acquerir et, du point de vue des tuteurs de stage, a faire acquerir. Quels sont les criteres implicites que les enseignants associes des ecoles ou les superviseurs universitaires identifient afin d’evaluer la presence ainsi que la qualite de la competence reflexive chez le stagiaire ? L’etude identifie une dizaine de points de repere afin de favoriser chez les tuteurs de stage l’evaluation de la competence reflexive de leurs stagiaires. L’article valide ces criteres a partir d’un extrait de discours de stagiaire, puis confronte cet extrait a une autre approche, consistant a detecter des reconceptualisations chez les stagiaires pour depister de la reflexion. Une certaine coherence s’etablit avec les criteres empiriques d’identification de la reflexion identifies par induction chez les tuteurs de stage. S’ensuit une discussion sur ces criteres en lien avec les approches methodologiques adoptees. La recherche utilise un devis qualitatif et s’appuie sur des entretiens semi-structures.

Journal ArticleDOI
TL;DR: In this paper, a recherche empirique apporte des reponses provisés provisoires of the developpement durable (DD) is presented.
Abstract: Le « developpement durable » (DD) est depuis 2004 en France l’objet d’une « education a » transdisciplinaire et obligatoire ; il est aussi theme structurant le programme de 5e depuis 2008, et figure dans d’autres programmes. Ces prescriptions sont inegalement convergentes et se heurtent aux structures des disciplines constituees, en meme temps qu’a l’absence de savoirs de reference stabilises. Comment la dimension educative (comportements, valeurs) est-elle articulee sur les contenus disciplinaires ? Qu’en est-il de la place faite aux enjeux politiques du DD ? L’education au DD est-elle « disciplinarisee », aux depens des dimensions educatives explicites, ou au contraire modifie-t-elle le modele disciplinaire de l’histoire-geographie ? Une recherche empirique apporte des reponses provisoires. Les formes de travail choisies par les enseignants oscillent entre pratique disciplinaire classique et essais de trans/pluridisciplinarite, entre incitation au questionnement et a la reflexion et transmission de savoirs factuels et impartiaux, entrecomplexite et simplification. Le changement de comportement est toujours suppose resulter des savoirs – parfois des actions pedagogiques. Les manuels refletent les memes hesitations et se situent entre neutralisation/disciplinarisation des questions de DD et explicitation des debats et des conflits/posture implicante. La dimension educative et surtout la question du politique divisent fortement les enseignants.

Journal ArticleDOI
TL;DR: In this article, the authors draw upon their own collective experiences in research and teaching practices to map out how and why they initially became intrigued with the many meanings associated with the term and how their understandings have changed over the past 25 or so years.
Abstract: Readers with even a casual acquaintance with the research literature in the field of teacher education over the past 25 years will be aware of the dramatic increase in the use of the term ‘reflection’ to describe desired attributes [outcomes/behaviours] of participants in professional development programs for both novice and experienced teachers. Our intent is to draw upon our own collective experiences in our research and teaching practices to map out how and why we initially became intrigued with the many meanings associated with the term and how our understandings have changed over the past 25 or so years. We think that this type of ‘reflection-upon-experience’ is best revealed through the use of a narrative style and therefore we deliberately use a conversational format to convey our story.

Journal ArticleDOI
TL;DR: The second cycle of the secondaire de léve face a la memoire collective ou nationale as discussed by the authors, a program d'Histoire et education a la citoyenne, portant sur l'histoire du Quebec, a suscite depuis 2006 de nombreux commentaires dans les milieux institutions.
Abstract: L’actuel programme d’« Histoire et education a la citoyennete » pour le 2e cycle du secondaire, portant sur l’histoire du Quebec, a suscite depuis 2006 de nombreux commentaires dans les milieux intellectuels en raison de son contenu Certains affirment que la transmission des grands evenements historiques qui structurent la memoire collective ou nationale y est inexistante, d’autres soutiennent qu’il doit favoriser le developpement des competences critiques et citoyennes, donc, l’autonomie de l’eleve face a la memoire collective ou nationale Quelle position les enseignants du secondaire occupent-ils dans ce debat ? Il est possible de le decouvrir par l’entremise de la perception qu’ils se font du programme et de ses trois competences

Journal ArticleDOI
TL;DR: The notion of handicap has a tendance a etre supplantee par d'autres expressions telles que " situation de handicap" or " besoins educatifs particuliers".
Abstract: La notion d’inclusion scolaire appliquee aux enfants handicapes connait une diffusion internationale et se trouve plus ou moins utilisee dans des contextes nationaux, mais avec de grandes variations dans les interpretations. Parallelement, la notion de handicap a tendance a etre supplantee par d’autres expressions telles que « situation de handicap » ou « besoins educatifs particuliers ». Ces transformations notionnelles sont au coeur des tensions qui sont internes aux systemes educatifs et qui s’exercent aussi dans leurs relations avec divers partenaires exterieurs, dont les specialistes du « handicap » et les parents. Les questions majeures soulevees sont celles des finalites educatives des institutions et des pratiques pour ces enfants : socialisation separee ou en commun, developpement des personnes ou acquisition de connaissances, perspectives de travail qualifie ou non etc. Parmi les approches possibles de cette problematique actuelle, une premiere etape serait l’analyse des dispositifs legislatifs, reglementaires et institutionnels mis en place en France pour en enfants dits « handicapes ». La deuxieme etape qui est privilegiee ici celle de l’approche de terrain de type ethnographique qui presente l’avantage de montrer les representations et les pratiques des acteurs dans la vie quotidienne. L’exemple qui est developpe est celui d’une ecole elementaire de la ville de Paris qui cherche a relever le defi de l’accueil de la difference tout en maintenant l’objectif de « l’excellence scolaire ». Dans cette tension, comment se situent les enseignants, les specialistes, les parents, les enfants handicapes parmi leurs pairs ? Quelles sont enfin les perspectives d’evolution ?

Journal ArticleDOI
Abstract: L’ecole republicaine « a la francaise » se donnait officiellement pour objectif de former le citoyen Elle a connu de multiples reformes durant ces dernieres decennies, et on percoit mieux aujourd’hui sa transformation (d’ores et deja bien avancee) en une ecole d’inspiration neoliberale visant la fabrication d’individus aptes a s’incorporer dans la machine economique La facon dont l’ecole publique et laique s’acquittait de ses missions principales se voit ainsi malmenee, ce qui se traduit par des zones de tension, tant au niveau ideologique que sur le terrain

Journal ArticleDOI
TL;DR: In this article, a program of recherche portant sur les liens entre les missions d'instruction and de socialisation de l'ecole quebecoise traverses l'enseignement de diverses matieres scolaires.
Abstract: Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’ecole quebecoise a travers l’enseignement de diverses matieres scolaires. Les premiers resultats de la recherche ont montre que pour les enseignants, la construction de l’identite de l’eleve a beaucoup plus d’importance que la construction de l’identite collective. Cependant, le processus de subjectivation identifie ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de « valeurs » ou de « references » communes dans l’enseignement des differentes matieres. Par exemple, dans l’enseignement de l’histoire et education a la citoyennete, la construction de l’identite individuelle et celle de l’identite collective sont en continuelle tension. Cependant, l’identite collective ne passe plus tant par le canal d’une memoire identitaire ou d’un recit national que par la promotion d’une modernite articulee au pluralisme, a la critique, a la rationalite intersubjective et, paradoxalement, a la subjectivation precedemment evoquee. L’article portera donc particulierement sur cette tendance observee au sein de l’enseignement du cours d’histoire et education a la citoyennete.

Journal ArticleDOI
TL;DR: In this paper, the focus of the portfolio was refined to support the emergence of professional identity and developing structures to support this type of self-awareness in teacher candidates' personal profiles.
Abstract: This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.

Journal ArticleDOI
TL;DR: In this paper, a geometrical interpretation of the doxography for Anaximander's account of the rings of the sky has been proposed, which avoids the awkward expedient by suggesting that there is a "geometrical" reading of the numerical data.
Abstract: The doxography for Anaximander’s account of the rings of the sky gives proportions for them that are discrepant. So a widely accepted hypothesis proposes that, since the circles of the celestial bodies are compared to wheels, we should add the thickness of their ‘rims’ to the measurements for the celestial rings. This paper proposes an entirely different hypothesis which avoids this awkward expedient by suggesting that there is a ‘geometrical’ reading of the numerical data. The discrepancies can then be explained by there being two different methods for calculating the circumference of the circles.

Journal ArticleDOI
TL;DR: In this paper, a contribution vise a mettre en perspective nos orientations methodologiques, a revenir sur la necessite de recourir a des approches plurimethodologiques and a proposer des modeles alternatifs for les echantillons plus faibles.
Abstract: Les representations sociales font l’objet d’etudes en sciences humaines et sociales depuis plus de cinquante ans. En fonction de la theorie du noyau central, la representation sociale peut etre definie en tant qu’organisation structuree et hierarchisee selon deux systemes : un central et un peripherique. Au fil du temps et a partir du discours des repondants, des travaux realises par des chercheurs de l’Universite de Sherbrooke ont permis, par l’entremise du recours a l’analyse lexicometrique et a la statistique textuelle, d’identifier des elements du noyau central ainsi que des elements peripheriques dans les differentes recherches. Cette contribution vise a mettre en perspective nos orientations methodologiques, a revenir sur la necessite de recourir a des approches plurimethodologiques et a proposer des modeles alternatifs pour les echantillons plus faibles.

Journal ArticleDOI
TL;DR: In this article, the authors make the case that a teacher's personal qualities should be considered to be of great importance to being a teacher and that pre-and inservice teacher education has a social responsibility mandate.
Abstract: This article makes the case that a teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and inservice teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, the article discusses the role of reflective thinking and reflective practice in addressing the social responsibility mandate of teacher education and identifies characteristics of reflective practices that seem particularly suitable for developing a teacher’s personal qualities relevant for addressing the social responsibility mandate of teacher education.

Journal ArticleDOI
TL;DR: In this paper, the authors argue that the Athenian argues in favour of virtuous over vicious lives on the basis that the former are preferable to the latter when we consider the pleasures and pains in each.
Abstract: In Laws 5 (732d-734e), the Athenian argues in favour of virtuous over vicious lives on the basis that the former are preferable to the latter when we consider the pleasures and pains in each. This essay offers an interpretation of the argument which does not attribute to the Athenian an exclusively hedonist axiology. It argues for a new reading of the division of ‘types of life’ at 733c-d and suggests that the Athenian relies on the conclusion established earlier in the Laws that we humans take pleasure in harmony and order. Virtuous lives exhibit just such harmony and order and are therefore always more pleasant than and preferable to vicious lives.

Journal ArticleDOI
TL;DR: In this paper, an unnoticed connection between two lines in Aristotle, Metaphysics Λ.1, 1069a32, and Λ 2.2.2, is made, arguing that the Greek text of the former has been obscured in standard editions by unnecessary emendation.
Abstract: This paper emphasizes an unnoticed connection between two lines in Aristotle, Metaphysics Λ.1, 1069a32, and Λ.2, 1069b26. It argues that the Greek text of the former has been obscured in standard editions by unnecessary emendation: if the reading of the mss. is preserved, the text here sets out a programme for research into the elements of heavenly bodies which is taken up in the second part of Λ.2. There, Aristotle distinguishes the matter of heavenly substance as if it were matter in a certain sense only, and not sensu stricto: the only change it underlies is coming-to-be ποθέν ποι, ‘from one place to another’ (not from privation to form, the standard case). In Θ.8 as well, this is what allows Aristotle to deny that eternal things can have matter (strictly speaking) as an element of their substance. The reading argued for here may also explain how Aristotle can claim, by the end of Lambda, that he has succeeded in responding to an important aporia which (he says) was neglected by predecessors, namely ‘why some things are corruptible and other incorruptible’ (Metaphysics B, Aporia 10).

Journal ArticleDOI
TL;DR: It is shown that Philoponus’ theory of sense-perception does not fit in with the spiritualist claim that the sensory process does not involve an extra material change in the sense-organ, and the homogeneity of the pneuma establishes the unity of sense -perception at the level of physiological processes.
Abstract: The paper aims to show that Philoponus’ theory of sense-perception does not fit in with the spiritualist claim that the sensory process does not involve an extra material change in the sense-organ. Both the specific sense-organs (like the vitreous liquid and choroid or corneal membrane in the eyes) and the primary sense-organ (like the optic pneuma) contract or expand in the perceptual process. On the other hand, the literalist claim needs to be modified as well since only the tactile sense-organ (flesh) takes on the relevant qualities. Contraction or expansion in the sense-organ is triggered, not by physical changes in the medium, but by the formal activities arising from the perceptible objects: colours make the visual sense-organ contract or expand. At the level of sense-organs, the physiological process underlying sense-perception has three stages. The change in specific sense-organ will be transmitted to the primary sense-organ of the particular sense (optic/acoustic pneuma), and then reaches the common sense-organ, the pneuma. The primary sense-organs are spatially distinguishable parts of the common sense-organ which is otherwise homogeneous, not allowing for qualitative differences. The homogeneity of the pneuma establishes the unity of sense-perception at the level of physiological processes.

Journal ArticleDOI
TL;DR: The authors argue that the Socratic critique of Gorgias' rhetoric is not merely destructive, but actually constructive and leads to the consideration of an important rhetorical component in Socratic cross-examination, as practised in the Gorgians.
Abstract: This paper attempts to demonstrate that the Socratic critique of Gorgias’ rhetoric is not merely destructive, but actually constructive and leads to the consideration of an important rhetorical component in Socratic cross-examination, as practised in the Gorgias. I argue that the Socratic critique of rhetoric is based on the moral neutrality of Sophistic rhetoric, defining it first as a tool, then as an art of manipulation, which might lead to immoralism, as embodied by Callicles. Yet there is a positive manipulation that is practised by Socrates. Having as its devices irony and parrhesia, it aims at a psychological destabilisation of the interlocutor through the emotion of shame. In fact, shame appears to be a powerful means of refutation. Yet the destabilisation does not cause the interlocutor to adhere to a new belief and to arouse in him pleasure, as in the case of Gorgias’ rhetoric, but rather it seeks to provoke the desire to philosophise.

Journal ArticleDOI
TL;DR: Augustine as discussed by the authors argues that self-knowledge is paradoxical in nature: it is necessary and, at the same time, futile; and it is separated from the knowledge of God.
Abstract: This article explores the conception of self-knowledge in book 10 of Augustine’s De Trinitate. Augustine starts from the worry in Plato’s Meno that one cannot search for something entirely unknown and engages with Plotinus, Ennead 5.3 in developing his own understanding of the mind’s self-knowledge. He concludes that this knowledge is paradoxical in nature: it is necessary and, at the same time, futile; and it is separated from the knowledge of God. Augustine reaches this point by rejecting the Aristotelian identity of the knower with the known, as well as by grounding self-knowledge in the fact of the mind’s intimate presence to itself. Ultimately, self-knowledge appears to be an ‘objectless’ knowledge, a knowledge that the mind exists rather than knowledge of what the mind is.

Journal ArticleDOI
TL;DR: In this paper, the authors discuss the erosion of l'autorite in the context of education, and present trois lectures for comprendre ce phenomene d'erosion.
Abstract: Il y a moins une crise qu’une erosion de l’autorite educative. Les deux premieres sections de ce texte s’attachent a preciser l’idee d’autorite educative et a refuter les theses critiques, d’inspiration psychologique ou pedagogique, qui entendent purifier l’acte educatif de toute forme d’autorite. Ces approches, qui assimilent souvent l’autorite a une forme de coercition, minorent l’enjeu anthropologique qui est au coeur du proces educatif. Si l’autorite est necessaire, c’est tout simplement parce que l’on ne s’autorise jamais seul a etre contemporain du monde. Dans la troisieme et derniere section, nous presentons trois lectures pour comprendre ce phenomene d’erosion.

Journal ArticleDOI
TL;DR: In this article, the authors present a qualitative analysis of pratique reflexive in the context of enseignants stagiaires in the stage d'enseignement.
Abstract: Le stage d’enseignement est frequemment considere comme une periode particulierement propice au developpement de la pratique reflexive. Souhaitant contribuer a cette reflexion, l’objectif de cet article vise a mieux comprendre la variation de la pratique reflexive des enseignants stagiaires suivant les contextes academique et pratique. Pour ce faire, nous presentons une recherche qualitative, dont l’analyse thematique d’entrevues nous a permis de relever des variations contextuelles de la pratique reflexive a trois plans distincts : la motivation et la finalite ; les acteurs soutenant la pratique reflexive ; enfin, les modalites d’interaction entre les acteurs.

Journal ArticleDOI
TL;DR: In this article, a partir d'une enquete qualitative realisee aupres d’une centaine d'adolescents francais, on degagera differentes epreuves qui forment les adolescents dans cette sphere, avant de montrer comment elles mettent en question les finalites, mais aussi les modalites de fonctionnement de l'ecole.
Abstract: L’article s’interroge sur la maniere dont l’institution scolaire est aujourd’hui mise en question dans son projet de formation par les activites juveniles, dans une sphere extrascolaire ou ils jouissent d’une grande autonomie. Ces activites electives (numeriques, musicales, sportives…) realisent une education informelle ou les adolescents forgent leur caractere, alors meme que l’ecole n’a plus de modele lisible de projet educatif. A partir d’une enquete qualitative realisee aupres d’une centaine d’adolescents francais, on degagera differentes epreuves qui forment les adolescents dans cette sphere, avant de montrer comment elles mettent en question les finalites, mais aussi les modalites de fonctionnement de l’ecole.