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Créer l’obscurité : mission historique du traducteur du chinois. Raison d’être et constance de quelques procédés du XVIIIe siècle à nos jours
Get PDFDès son apparition, il a été admis que le « traducteur » de chinois ne devait pas se contenter de traduire le texte confié à ses soins, mais qu’il devait ajouter au sens un commentaire conforme aux préjugés du temps sur les mystères de cette langue. Cette dérive interprétative prend sa source dans une prétendue étymologie des concepts chinois fondée non pas sur l’évolution du mot lui-même, comme il est d’usage dans les études lexicographiques des langues européennes, mais sur une confusion fatale avec l’évolution des graphies, pourtant globalement indépendantes de la prononciation du mot et de sa valeur sémantique. Les informations dont la communauté savante pouvait disposer lorsque le procédé s’est enraciné dans la discipline étaient bien lacunaires, mais les acquis ultérieurs ont été ignorés, si bien que de grossières erreurs se perpétuent et s’amplifient, depuis les controverses du siècle des Lumières jusqu’aux publications pédagogiques et aux prises de positions philosophiques les plus récentes
BSUJ Acknowledgements 2(1), 2015
No full textThis document presents the organization of the Behavioural Sciences Undergraduate Journal and acknowledges a large body of support for the special issue on the psychology of self and social cognition
Formation of Stereotypes
Get PDFThe author of this paper explores the implications of automatic stereotyping in relation to social cognition drawing from the pre-existing literature. The current review is focused on how stereotypes are constructed, activated, maintained, and what cognitive tools are needed in order to change them. The construction of stereotypes is looked at in respect to the stereotype validity model, facial features, the mass media, and the influence society has on perpetuating stereotypes on a global scale. The neural correlates involved in the activation of stereotypes are discussed, including the amygdala, prefrontal cortex, posterior cingulate, and anterior temporal cortex. The current review also includes ways in which cognitive processing can be slowed down to prevent the perpetuation of negative prejudices. Based on the review, future work is still required in the areas of longitudinal and diary studies that look into the long term consequences of the rapid activation and application of stereotypes
Sorcery, Heresy, and the Authority of the Church
Get PDFThis paper argues that there were multiple forms of heresy implemented by the Church to control opposing ideas and knowledge in the Middle Ages. The term “heresy” shift meanings for its original conception to include all beliefs that were opposed to official Church doctrine, including magic and sorcery. The inquisitorial process was implemented as a response to the laity’s attempts to interpret Church doctrine for themselves alongside their traditional beliefs. As he concept of heresy changed, so too did the Church’s view of magic, sorcery, and witchcraft. Before the inquisitorial process became widespread, magic was considered an error that could be fixed through a penitential process. By the time of the Fourth Lateran Council in 1215, the church had decided on what constituted heretical behaviour, and who had the right to punish heretics
Alexandre Csoma de Kőrös, le traducteur-rhinocéros
Get PDFPour répondre au thème de la journée d’étude sur la figure du traducteur/de la traductrice, nous présenterons Alexandre Csoma de Kőrös (1784-1842). Personnage peu connu internationalement, c’est une figure historique incontournable de sa Hongrie natale pour avoir établi le premier dictionnaire tibétain-anglais, et ce faisant créé le domaine de la tibétologie. Dans cet article, nous nous inspirerons de la biographie de Sylvain Jouty intitulée Celui qui vivait comme un rhinocéros: Alexandre Csoma de Kőrös (1784-1842), le vagabond de l’Himalaya pour traiter de la figure du traducteur en tant que rhinocéros, par rapport à des figures métaphoriques plus courantes comme celles du « voyageur » ou du « passeur »
Quakers: The Enlightenment’s Atlantic Connection
Get PDFDuring the late eighteenth and early nineteenth centuries, the Quakers campaigned vigorously for the abolition of slavery on both sides of the Atlantic. From the founding of the Society of Friends, members of this religious association were both highly mobile and at the forefront of expanding ‘moral knowledge.’ As such, this paper will argue that the Quakers were integral to the spread of Enlightenment ideals, sharing ideas about human rights and human nature throughout the British Empire. To support the claim that the Quakers were a necessary part of the exchange of ideas between Britain and the United States, the paper will draw upon a wealth of primary sources. This will include pamphlets and reports from meetings of the Quaker Society in London during the relevant historical period, as well as the writings of prominent Quakers like John Ady and Joseph Woods. This examination of trans-Atlantic activism for the abolition of slavery is intended to inform future discussions on the spread of Enlightenment ideas, shedding light on the sometimes over-looked contribution of the Quakers
Inquiry based learning and technology, negative or positive?
Get PDFI completed this research study because I wanted to find out if assistive technologies in the elementary classroom are helping students with attention deficit disorder (ADD), attention deficit, hyperactivity disorder (ADHD) and anxiety issues to succeed, and what other people’s perspectives on the uses of those technologies were. An online survey was sent out using social media to reach parents, students, and teachers in order to get their perspectives on this question. I found that 45% of the people surveyed indicated that assistive technologies, in their opinion, are helping those students, while 13% said that they are not helping students. I also found that 72% of the people surveyed stated that, in their opinion, the use of these technologies is not giving students an unfair advantage, but rather leveling out the playing field, while 5% said that they believe that the use of digital technologies is giving students an unfair advantage. Based on my findings, I would say that these assistive technologies are benefiting students with ADD, ADHD, or anxiety issues, and that it does not give them an unfair advantage over other students, it just helps them to have the same chance at success as the others
The effects of technology on bullying
Get PDFI chose this topic for inquiry because I have personal experience with bullying, and I wanted to know what I can do to combat bullying when I am an elementary teacher. Through an online survey and personal interviews, research has been conducted to answer the question whether or not the increased availability of technology to students in, and out, of the classroom has an impact on bullying. My data collection, through the use of an online survey and personal interviews, has led me to believe that the increased availability of technology does have an impact on the number of cases and severity of bullying. The second question that I set out to answer is what can teachers do to recognize and prevent bullying in their classroom. In a twenty-first century classroom, students need to be educated on how to safely use the Internet. This could include administering a digital citizenship course to students. Teachers must also be aware of the warning signs of bullying in order to recognize when it is happening and stop it in its tracks. The best way that teachers can combat bullying is to educate themselves, and their students about the dangers of bullying. As a future teacher, this information is important for me because it will allow me to do more to combat bullying in my classroom