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AbstractWe try here to show how and why it is that the question of God should have become more clearly than ever the question among questions, and to bring out the most remarkable contributions, in that regard, of contemporary science and the arts, as well as of common human experience and philosophical thought, while underscoring their links with classical thought on this most urgent of matters.
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This article, based in part on a doctoral thesis, seeks to problematize the concept of identity construction as it is understood in the Francophone educational system in minority contexts. In appealing to the notion of recognition as linked to the knowledge of self, others and the world (Honneth, 2002), the present engages in an act of interpretation, even of clarification, in the hopes of ultimately arriving at an understanding of identity construction which is clearer than the present one or which at least offers a glimpse of a new means of conceiving of it. Indeed, the intention is to be able render more comprehensible the experience of identity construction which, for certain educators, seems at times complex and unwieldly. The goal consists in agreeing upon the terms employed, a perspective shared by three invited experts (Réal Allard, Diane Gérin-Lajoie and Gilberte Godin) during a round table organized by the Centre de recherche et de développement en education [CRDE] at the University of Moncton in 2015. An account of the factors which might explain the emergence of this concept in recent years within the Canadian Francophonie will also be presented in this article.
Keywords: Construction identitaire, minorité francophone, reconnaissance, Identity construction, Francophone minority, recognition
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This paper examines Castoriadis' epistemological proposals, starting with the core of his critique of social sciences, namely their systematic ignorance the social-historical. Against this sociological legacy, Castoriadis indeed argues that all societies institute themselves through social imaginary. If Castoriadis never dismissed traditional explicative and comprehensive methods in social sciences, he nevertheless specified their relevance area with regard to the social-historical: explicative methods can only reach the “ensidical” domain of being while the comprehensive ones are well suited for understanding social imaginary significations. However, Castoriadis' originality in social sciences is tied to the necessary “elucidation” of social significations' core, an endeavour intimately, indeed politically, connected with the project of autonomy and with its ontology of radical creation and destruction.
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Game studies have recently been developed by researchers from different disciplines, each with their own concepts, approaches and methodologies. This article describes how researchers in game studies from the Faculty of Communication of the Université du Québec à Montréal (UQAM) have contributed to the institutionalization of this area of research in the Francophonie, as well as to the development of a conceptual, epistemological and methodological framework specific to the study of games in the field of communication. After having situated their work in the constellation of researches about games, this article will present the postulates of their communication approach, the different types of communication that can be studied in this domain, as well as the levels of analysis corresponding to potential fields where studies about games can be conducted.