L’éducation – Resources et Idées pour la Reprise

Devant l’absence d’outils concrets et adaptés dans les accompagnements proposés par le ministère, nous réunissons ici les ressources partagées par les collègues sur la toile. Ce billet sera complété et adapté au fil des jours…

Lire

 

RESSOURCES ET IDÉES POUR ASSURER LA CONTINUITÉ PÉDAGOGIQUE

CONSEILS DE SURVIE POUR LA CONTINUITÉ PÉDAGOGIQUE

POUR DES ENFANTS CONFINÉS MAIS SEREINS…

PRÉSERVER SON BIEN-ÊTRE PSYCHOLOGIQUE PENDANT LE CONFINEMENT

 

Posted in Coronavirus, Education | Tagged ,

Collective intentionality and collective improvisation

The kind of collective improvisation attained by free jazz at the beginning of the sixties appears interesting from the perspective of contemporary debates on collective intentionality for several reasons. The most notable of these, is that it holds a mirror up to what analytical philosophers of action identify as “the complexly interwoven sets of collective intentions” that make a group more than the sum of its parts. But at the same time, free jazz poses a challenge to these philosophical theories of collective intentionality, because what happens is not planned in advance but arises from spontaneous interactions in the group. The second and no less decisive reason is that jazz musicians act together in a very distinctive way, which casts into clear relief the interplay between togetherness and agonism, individual freedom and group commitment, which is contained in every human interaction. In other words, in free jazz we find what Hannah Arendt calls the “paradoxical” or “twofold” character of “human plurality.” Starting with the analysis of two paradigmatic case studies—Charles Mingus’s Folk Forms No. 1 and Ornette Coleman’s Free Jazz: A Collective Improvisation—my main concern in this paper is to provide a phenomenological account of the individual-yet-plural intentionality that emerges and runs through the improvisatory process in the free jazz case. After having made the negative point that this phenomenon represents a challenge to the analytical theories of collective intentionality, I shall argue that it can be accounted for from a phenomenological perspective. My basic thesis is that the overall cohesiveness of the improvisatory process must be regarded as a meaningful realization of an overall feeling, shared and shaped together by musicians over time—and not as the execution of an advanced plan.

Read

Posted in Collective intentionality | Tagged

The Social Construction of Reality: A Treatise in the Sociology of Knowledge

A general and systematic account of the role of knowledge in society aimed to stimulate both critical discussion and empirical investigations. This book is concerned with the sociology of ‘everything that passes for knowledge in society’. It focuses particularly on that ‘common-sense knowledge’ which constitutes the reality of everyday life for the ordinary member of society. The authors are concerned to present an analysis of knowledge in everyday life in the context of a theory of society as a dialectical process between objective and subjective reality. Their development of a theory of institutions, legitimations and socializations has implications beyond the discipline of sociology, and their ‘humanistic’ approach has considerable relevance for other social scientists, historians, philosophers and anthropologists.

Read

Posted in Knowledge, Reality, Sociology of knowledge | Tagged , ,

Explaining Collective Intentionality

The Construction of Social Reality contains interesting suggestions about the ways in which phenomena of we-intentionality derive from beliefs and desires of social agents. This explanatory trust is in deep tension with Searle’s general view that we-intentionality is a primitive phenomenon. I propose that we preserve the explanations and reject the general view, and argue for the proposal.

Read

Posted in Collective intentionality | Tagged

Socializing Epistemology: The Social Dimensions of Knowledge

In this wide-ranging collection of never before published essays, distinguished scholars in the fields of philosophy and economics examine such questions as whether testimony is a basic source of knowledge, the degree to which notions of a good argument are determined by speakers and their audiences, the role of individual biases in the development of science, and the social aspects of group belief and group justification. The collection ends with the first comprehensive bibliography of social epistemology.

Read

Posted in Epistemology | Tagged

Emotion and Music

Emotion regulation is the ability to manage and respond to an emotional experience effectively. It typically involves a choice of emotions, when to have them, and how to express them.

For example, if the regulation goal is to reduce a negative emotion, one can choose a distraction to stay calm. Emotion-regulation abilities are regarded as crucial for a healthy psychological life.

Read

Posted in Emotions, Music | Tagged ,

Demonstrating criticality in the doctoral literature review

We have written many posts on reviewing literature—you will find more by using our blog’s search engine. The topic deserves our turning back to it from time to time because the task is challenging. The beginning of the process requires extensive searching in a world that is busy with a myriad of voices—that can be discombobulating, because some research articles assure early-stage doctoral students that they are on track, while others quite terrifyingly show them how naïve and unaware they are.

Read

Posted in Ph.D., Thesis | Tagged ,

Yuval Noah Harari – 21 Lessons for the 21st Century

Sapiens showed us where we came from. Homo Deus looked to the future. 21 Lessons for the 21st Century explores the present. How can we protect ourselves from nuclear war, ecological cataclysms and technological disruptions? What can we do about the epidemic of fake news or the threat of terrorism? What should we teach our children? Yuval Noah Harari takes us on a thrilling journey through today’s most urgent issues. The golden thread running through his exhilarating new book is the challenge of maintaining our collective and individual focus in the face of constant and disorienting change. Are we still capable of understanding the world we have created?

Read

Posted in Futures, Futures thinking, Society | Tagged , ,

Children suffer most from being locked down

During the coronavirus crisis, children have been seen as potential virus carriers or obstacles to parents working from home, but some little ones will suffer the most during this time.

“The abrupt closure of facilities and the lack of contact with friends and educators for weeks on end means a misunderstood and possibly traumatic loss of important attachment figures,” the German Academy for Child and Youth Medicine says in a statement.

Read

Posted in Children, Coronavirus | Tagged ,

On democracy, surveillance and our future after Corona

A crisis can be a turning point for society. Which way will we go now? Professor Yuval Noah Harari, whose company donated $1 million to WHO,  following the US president’s decision to hold back funding. explains how the decisions we make today on COVID-19 will change our future.

Yuval Noah Harari: I think the biggest danger is not the virus itself. Humanity has all the scientific knowledge and technological tools to overcome the virus. The really big problem is our own inner demons, our own hatred, greed and ignorance. I’m afraid that people are reacting to this crisis not with global solidarity, but with hatred, blaming other countries, blaming ethnic and religious minorities.

Read

Posted in Coronavirus, Surveillance | Tagged ,