Documents found
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211.More information
In this article the author analyzes the act of writing inspired by Montreal in Monique Proulx's "Aurora Montrealis" using the phenomenological concept of Play as elaborated by Hans-Georg Gadamer. The author suggests we consider the aesthetic experience implicit in the act of writing the city as a means of understanding oneself through the other.
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213.More information
This article proposes a new reading of transformative learning theory (TAT), proceeding from an examination of three concepts: the function of habit in the processes of constructing experience, the notion of trial and its potential, and the biographical dimensions of Transformative Learning Theory. This approach leads us to question the theories of experience that tacitly underlie the learning models proposed by Mezirow. The discussion thus opened is part of the controversy and dialogue between the currents of pragmatism, critical hermeneutics and biographical research.
Keywords: apprentissage, biographie, expérience, phénoménologie, réflexivité, biography, experience, learning, phenomenology, reflexivity
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216.More information
The purpose of this paper is to examine the specificity of the translation of texts dealing with abstract concepts, whether these texts come from social or human sciences or from philosophy. Indeed, besides common issues shared with literary translation, working on concepts in such texts requires from the translator particular attention and commitment. The investigations carried out by the translator to make his choices are often relegated behind the scientific scenes and support his own auctorial function. The specificity of this practice is analysed here in the light of two theoretical propositions: on the one hand, the distinction between thematic and operatory concepts, submitted by Eugen Fink. On the other, the distinction between shade-uncertainty and shift-uncertainty which comes from the philosophy of randomness. Bringing these category resources together allows all at once to clearly document this specific translational practice and to highlight some hypothesis about the task of the translator and his auctorial responsibility, in this particular translation field. The different argumentative stages of this paper are based on samples borrowed from some translation experiences (including translations of George Herbert Mead, Aristotle, The Qur'an and Paul Ricoeur).
Keywords: traduction, incertitude, responsabilité, concept thématique, sciences humaines, translation, uncertainty, responsibility, thematic concept, humanities
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218.More information
This article examines the practice of silence in the process of transmission and acquisition of facts related to the past of Surinam Boni people in French Guiana between the early 18th and early 20th centuries. In the Boni society, political, social, cultural and religious issues, placed at the service of the relationship, can hide behind the silences and omissions. Paradoxically, these same silences can contribute « objectively » to the writing of the history-science of this sociocultural group. The study focuses on the methodological aspect but also reveals an ambiguity between morality and knowledge.
Keywords: Moomou, Boni, silence historique, histoire orale, vérité historique, mémoire sociolinguistique, Guyane française, Suriname, Moomou, Boni, Historical Silence, Oral History, Historical Truth, Sociolinguistics Memory, French Guiana, Surinam, Moomou, silencios históricos, historia oral, verdad histórica, memoria sociolingüística, Guyana francesa, Surinam
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219.More information
This paper reviews the various components of an ethics education model from the perspective of human dignity. The model, which was developed through our comparative research on ethics education in French-speaking countries, offers a nuanced reading of educational programs. This model comprises seven ethical components. Three are simple – Education for society (ES), Personal development (FP), and Education for otherness (EA) – and four are mixed (FP/EA, FP/ES, EA/ES and FP/EA/ES). The qualitative research that led to the development of the model draws on an inductive logic anchored in educational programs analyzed. After examining the model's components, the paper concludes that an ethics education that uses human dignity as both a key reference and as a goal requires a different form of recognition in each component of the analytical model.
Keywords: reconnaissance, dignité, éducation, éthique, modèle d'analyse, recognition, dignity, education, ethics, analytical model
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220.More information
This article sets out to show how an existential reading of Krzysztof Kieślowski's film Bleu (Blue, 1993) makes it possible to bring into focus the changing identity of its heroine, Julie. We will see how the brutal loss of her husband and daughter bring her to a point of a ruptured identity, breaking the “calm” so important to Kieślowski's work. We will be able to understand that this rupture in the film is tied to a dramatic loss which cannot be incorporated into its story. Julie tries to pacify the traumatic eruption of the past by distancing herself from what reminds her of it. This retreat brings about an attempt to dissolve her identity. Julie is saved by the intervention of another person, enabling her to be reborn and transformed by her loss. The hermeneutic approach adopted in the article brings the existential description of the theme of identity in the film into dialogue with a body of continental philosophy and with psychoanalysis.