Documents found
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2061.More information
In the face of increasing globalization, is the current focus on legal education of a national nature, with a secondary specialization in international or comparative law, still appropriate? Rather, should one invert the educational process by first giving students a transnational legal education and then providing them exposure to the various legal systems around the world, before offering them the opportunity to specialize in a particular national law? After observing the transsytemic program offered by McGill University, and building upon his current experience at the University of Luxembourg, the writer examines these questions from a European perspective. If, as he concludes, it is simply not possible to implement a largescale transnationalization of the existing legal education system in Europe, not only because of a general lack of need for so called "international lawyers", but also due to the many structural obstacles thereto then, the writer submits, it should nonetheless be possible, within specific contexts, to provide an exposure to the phenomenon of transnationalization.
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2062.More information
This paper retraces the epistemological history of an English-language research tradition stemming from political planning and management, from the 1970s to the present day. This school of thought has developed notions such as « ill-structured problems, » « fuzzy problems, » « wicked problems, » and even « super-wicked problems, » which aim to account for the difficulty of political problems and question the Cartesian image of the problem as fully definable and soluble. We seek to evaluate the epistemological content of these concepts, describe the debates they provoke over their definition, their operationality, and their possible uses for political science. But the main question is whether this research tradition, which gives rise to a philosophy of education and to pedagogical proposals, is capable of fertilizing an education in politics, within the framework of the socially acute questions now introduced in school curricula and in relation to the problems that worry us most today, such as climate change or pandemics.
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2063.More information
In France, the official national curriculum was modified in 2020 to strengthen environmental education at school. In the context of global warming, such environmental education has to teach climate change and its potential impacts. In this paper, we question how climate change education at school is apprehended on this affective plane, both in terms of educational tools and students’ perceptions. Our results show an ambiguity of the didactical material, characterized by a high emotional intensity but no explicit mention of emotions. Students also express high emotional reactions, sometimes correlated with their understanding or tendency to act. We point possible specific effects of anxiety and anger, to be confirmed by future work.
Keywords: colère, écoanxiété, éducation au changement climatique, émotions, raisonnement sociocognitivo émotionnel, tendance à agir, anger, eco-anxiety, education to climate change, emotions, socio-cognitivo-emotional
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2064.More information
This text explores the concept of research-creation as an emerging category of knowledge production in the social sciences, humanities and the arts, as well as its accompanying challenges. It also seeks to examine the potential for collaborative methodology (creating a short film as part of the interdisciplinary TRYSPACES project) and research-creation to respond to 3 challenges and paradoxes found in the literature : those related to context, process and knowledge. We connect these three levels of paradoxes to a recounting of the experience and a reflection on our findings from the practical study, both sensory and community. In doing so, we aim to shine a light on its contributions and associated solutions and move towards new paradigms of knowledge construction and dissemination within research-creation.
Keywords: Recherche-création, méthodologie collaborative, expérience, interdisciplinarité, connaissance sensible, research-creation, collaborative methodology, experience, interdisciplinary, sensory knowledge, Investigación-creación, metodología colaborativa, experiencia, interdisciplinaridad, conocimiento sensible
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2065.
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2067.
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2068.More information
Embodying the idea that the socio-ecological crisis is embedded in the types human-nature relations promoted and sustained by the dominant, anthropocentric ideology, this article examines the processes by which outdoor and nature-based therapy can foster alternative types of relationships to nature in social work settings. Framed by the ecosocial conceptual framework, this empirical study primarily aims to answer the following question: Beyond human development, how can outdoor and nature-based therapy also contribute to improving the well-being of the Land in which programs take place? An intervention-research methodology was employed to study an ecosocial-oriented outdoor and nature-based therapy program designated for youth aged 18 to 30 years old. Three mains levers to cultivate reciprocity are identified and put in relation with the ecosocial model: 1) Setting the scene (being); 2) Re-storying nature narratives (thinking) and 3) Collective action (doing). Specific ecosocial intervention mechanisms (e.g., instilling rituals, integrating slow and embodied practices, expanding the discursive landscape, etc.) are identified by turning to the experiences of program participants and of the researcher-practitioner. The results offer promising avenues to rethink the fundamental structure of outdoor and nature-based therapy to strengthen its capacity to contribute to a transformative and ecocentric social-ecological transition.
Keywords: travail écosocial, intervention par la nature et l'aventure, rapport à la nature, réciprocité, action collective, écocentrisme, ecosocial work, outdoor and nature-based therapy, relationship to nature, reciprocity, collective action, ecocentrism
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2069.More information
Understanding the transformations of the academic world requires a specific analytical framework that considers the processes of differentiation at play in the social world, allowing for a joint analysis of academic knowledge and the social, economic and political conditions under which it was produced. Pierre Bourdieu's contributions to the sociology of science provides us with some useful analytical tools, which are greatly enriched by the addition of Elias' process sociology, allowing for a joint analysis of the institutionality of academia and its epistemic dynamics that clearly identifies the factors that influence the degree of autonomy within these specific social fields. This article seeks to outline this articulation and show its heuristic nature.
Keywords: sociologie des sciences, Bourdieu, Elias, champ, configuration, processus, Sociology of science, Bourdieu, Elias, field, configuration, process, sociología de la ciencia, Bourdieu, Elias, campo, configuración, proceso
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2070.More information
Classrooms are a highly symbolic place, an institutionalized setting in which knowledge is developed and acquired. The transmission of knowledge is a universal practice, albeit not in the same form. This article proposes an analysis on how teaching, and more specifically how the question-and-answer format, can be translated and localized. Based on a mixed analysis of the localizations of the role-playing game Persona 5 Royal (P-Studio, 2019), I open a discussion about the semioethical stakes behind the localization of semiotic networks specific to a given culture or language, and the effects that these deviations can have on the overall reception and interpretation of the work. First, I discuss the semiotic and ethical issues at stake in translation, the ludonarrative specificities of Persona 5 Royal and the analysis methodology used, before returning to the analysis experience and discussing the results.
Keywords: traduction, sémiotique, jeu vidéo, culture, translation, semiotics, video game, culture