89 research outputs found
"Has Harvey Outdone Hippocrates?": On the Hellenity of the "Space of Knowledge" in the Seventeenth-century Logomachy on the Spirit
No full textIn 1628 William Harvey published De motu coredis exposing his revolutionary ideas on the operations of the heart and the circulatory system. One result was the destruction of the theoretical basis of formerly dominant, i.e., Greek ideas concerning the brain, thought, and psycho-pathology. But this revolution went largely unnoticed in seventeenth-century literature. At any rate, numerous writers of the age (Casaubon, Burton, More, Temple, Swift, Shaftsbury) put forward ideas on "Melancholy," "Inspiration," "Enthusiasm" and mental health and illness that were essentially those of Hippocrates. Even many of those who consciously contested the Greek models nevertheless continued to "decline" their discourses in terms of a conceptual taxonomy they inherited from Alcmaeon, Aristotle, Galen, etc. All of which raises the (echt-foucaultian) question: how Greek was "the space of knowledge" in the seventeenth-century literary and scientific logomachy about the anatomy of the mind, of thought and of reason ?En 1628, William Harvey publia De motu cordis où il expose ses idées révolutionnaires sur le fonctionnement du cœur et du système circulatoire, contribuant à détruire le fondement théorique de la conception du cerveau, de la pensée et de la pathologie psychique, héritée des Grecs. Mais cette révolution est passée inaperçue chez les écrivains anglais du XVIIe siècle. Cependant, les idées sur la mélancolie, l'inspiration, l'enthousiasme et la santé mentale qu'avançaient nombre d'auteurs de l'époque (Casaubon, Burton, More, Temple, Swift, Shaftesbury) venaient d'Hippocrate. Même ceux qui contestaient consciemment les modèles grecs et romains continuaient néanmoins à utiliser une taxonomie conceptuelle héritée d'Alcméon, d'Aristote, d'Erisistrate et de Galien. Ce qui soulève la question (toute foucaldienne) de l'hellénité de "l'espace du savoir" dans le discours littéraire et scientifique du XVIIe siècle sur 1' "anatomie" de l'esprit, de la pensée et de la raison.Bennett Fionn. "Has Harvey Outdone Hippocrates?": On the Hellenity of the "Space of Knowledge" in the Seventeenth-century Logomachy on the Spirit. In: XVII-XVIII. Revue de la société d'études anglo-américaines des XVIIe et XVIIIe siècles. N°60, 2005. pp. 121-141
L'EMILE/CLIL à l'Université : le doute est-il encore permis ?
No full textInternational audienceThis article is addressed to those who doubt the benefits of CLIL for SLA in higher education. After cataloguing the factors that put language teachingunder pressure to adopt methods which make it “competitive”, this paper stresses the importance of living up to what language learners expect fromSLA didactics: equipping them with the linguistic and communicative tools that allow them to be “operational” for their post-university careers. After that it looks at the positive “multiplier effects” entailed by its adoption, focusing in particular on how it facilitates the development of “Higher Order Thinking Skills”. Also considered are the negative consequences entailed by not using CLIL, for example how this makes our language teaching services far less “attractive” than those offered by Education Service Providers in the private sector. The paper concludes by rebutting the main arguments posed to the adoption of CLIL, for example the idea that it is the didactic corollary of an ultraliberal ideology and the assumption that it neglects the critically important sociocultural dimension of SLA.Cet article est adressé à ceux qui doutent des avantages de l’EMILE pour la promotion du plurilinguisme dans l’enseignement supérieur. Il commence par cataloguer les facteurs qui font pression pour que l’enseignement des langues adopte des méthodes qui le rendent « compétitif », et enchaîne en soulignant l’importance de répondre aux attentes de nos apprenants en visant à les « armer des connaissances et compétences essentielles à l’insertion professionnelle ». Après cela, il passe en revue les « effets multiplicateurs positifs » entraînés par son adoption, en particulier le fait que l’EMILE favorise le développement du « raisonnement d’ordre supérieur ». Sont également considérées les conséquences négatives induites par le choix de ne pas recourir à l’approche EMILE, par exemple, comment cela rend notre offre formative moins « attrayante » que celles de nos concurrents extra-universitaires. Pour conclure, cet article récuse certains arguments avancés par les opposants de l’EMILE, par exemple l’idée qu’il serait le corollaire didactique d’une idéologie ultralibérale ainsi que l’hypothèse qu’une telle approche négligerait la dimension socioculturelle de l’usage de la L2 ou Ln
Regards croisés sur l'EMILE/CLIL et l'intercompréhension intégrée
No full textInternational audienceSi face aux défis de la coopération et des échanges internationaux l'importance du plurilinguisme ne fait plus débat, force est de constater que l’enseignement public, en France comme ailleurs en Europe, peine à mettre en place une didactique des langues répondant aux exigences accrues à la fois quant au niveau et au nombre de langues apprises. Cet ouvrage souhaite mettre à profit ce délai de réflexion en se penchant sur deux « approches plurielles » articulant enseignement disciplinaire et linguistique, à savoir l’EMILE et l’Intercompréhension intégrée. Issus d’horizons divers, ses contributeurs détaillent les particularités et contraintes de leur implantation scolaire respective à travers l’Europe. Face aux réticences de tout poil, souvent imputables à un manque d’informations fiables, ce volume entend lever le voile non seulement sur l’impact réel de ces pratiques sur l’apprentissage des langues étrangères, mais aussi sur la construction des savoirs disciplinaires et même sur la maîtrise de la langue d’enseignement principale. En outre, si l’EMILE et l’Intercompréhension intégrée visent des objectifs complémentaires, cet ouvrage soutient que ces deux approches plurielles voient leurs bénéfices didactiques respectifs augmenter dès lors qu’elles se renforcent mutuellement. C’est pourquoi leur insertion curriculaire devrait autant que faire se peut être envisagée de façon non seulement « intégrée », c’est-à-dire en co-construction avec l’ensemble des matières disciplinaires offertes, mais aussi de façon « articulée » entre elles, en s’adaptant toujours au contexte d’enseignement particulier, que ce soit au niveau de l’école ou de l’enseignement supérieur
Vers une intégration scolaire et universitaire de l'enseignement plurilingue : regards croisés sur l'EMILE et l'Intercompréhension intégrée: Introduction
No full textInternational audienceSi face aux défis de la coopération et des échanges internationaux l'importance du plurilinguisme ne fait plus débat, force est de constater que l’enseignement public, en France comme ailleurs en Europe, peine à mettre en place une didactique des langues répondant aux exigences accrues à la fois quant au niveau et au nombre de langues apprises. Cet ouvrage souhaite mettre à profit ce délai de réflexion en se penchant sur deux « approches plurielles » articulant enseignement disciplinaire et linguistique, à savoir l’EMILE et l’Intercompréhension intégrée. Issus d’horizons divers, ses contributeurs détaillent les particularités et contraintes de leur implantation scolaire respective à travers l’Europe. Face aux réticences de tout poil, souvent imputables à un manque d’informations fiables, ce volume entend lever le voile non seulement sur l’impact réel de ces pratiques sur l’apprentissage des langues étrangères, mais aussi sur la construction des savoirs disciplinaires et même sur la maîtrise de la langue d’enseignement principale. En outre, si l’EMILE et l’Intercompréhension intégrée visent des objectifs complémentaires, cet ouvrage soutient que ces deux approches plurielles voient leurs bénéfices didactiques respectifs augmenter dès lors qu’elles se renforcent mutuellement. C’est pourquoi leur insertion curriculaire devrait autant que faire se peut être envisagée de façon non seulement « intégrée », c’est-à-dire en co-construction avec l’ensemble des matières disciplinaires offertes, mais aussi de façon « articulée » entre elles, en s’adaptant toujours au contexte d’enseignement particulier, que ce soit au niveau de l’école ou de l’enseignement supérieur
History and the nation in the work of Fionn MacColla
No full textIt is the object of this thesis to undertake a revisionary analysis of the work of
Scottish author, historiographer and pioneering nationalist, Fionn MacColla.
Generally, MacColla has been regarded as an excessively radical figure whose
allegedly dogmatic approach has too often obscured the more promising aspects of his
work. He continues to feature in the most up-to-date accounts of twentieth-century
Scottish literature as the voice of an unpalatable extremism which, with religion at its
core, is too controversial, too sensitive and too antagonistic to be considered
constructive. This thesis argues, however, that MacColla has been typecast as a
Catholic propagandist and erroneously categorised under the assumption that his
motives were purely religious or his views extreme. It shows that such a view not only
overlooks the complexity and significance of his often esoteric, though not
impenetrable, ideas, but grossly oversimplifies and misrepresents them.The thesis focuses, particularly, on MacColla's theoretical approach to history
while exploring the techniques which he develops in his attempt to construct a
narrative method capable of re-presenting the issues raised in his theoretical material.
Importantly, it does not attempt to situate MacColla within a specific context, other
than that of his role within the twentieth-century Scottish Renaissance Movement. It
is the aim of this thesis, rather, to identify and explore the conceptual content of
MacColla's theory and fiction as part of a need to consolidate a greater understanding
of a writer who, at best, has only been dealt with fleetingly within the Scottish critical
canon
Music and Language in Ancient Verse: The Dynamics of an Antagonistic Concord
No full textIn antiquity, the relationship between “music”, “poetry”, and “language” was very different from the way they relate to each other today, for back then each of these mediums was endowed with a distinct, independent signifying code expressing a semiosis all its own. However, these separate “semiospheres” nonetheless never ceased growing towards and into one another. This is so because music and “melic” poetry were believed to have the capacity to denote something ordinary language could not denote but could not do without, namely “etymonic truth”. As a result, the users of ordinary language were obsessed with divining the “hyponoia” poets encoded in music and chant. Above all, they wanted this hyponoia to constitute the signifié of their language. For this reason, the meaning expressed in language was subject to a process in which it was constantly being “deported” from its ordinary acceptations and transported towards meanings encoded in music. However, this “deterritorialization” of ordinary meaning never resulted in a full “reterritorialization” upon the terrain of the truth encoded in music. Musicians and poets would not tolerate it. As far as they were concerned, music and poetry would cease being “truthful” if the semiosis they conveyed and the semiosis conveyed by language were interchangeable. For, again, as a signifying code, prosaic language was sui generis incapable of representing the truth. Hence, the relationship between these three codes consisted of a sort of intersemiotic dynamic equilibrium in which language was continuously evolving towards a non-linguistic expression of meaning which conferred truth upon it and what it means. And yet the music and poetry which were the source of that truth deliberately kept language from consummating the aspiration of accosting the truth they encoded. This paper explores the mechanics of this intersemiotic dynamic equilibrium
The Art of ‘Scoring’ Cosmopoiesis in Archaic Melic Verse: How the Singing-Poets of the Hellas of Yore Musically Mapped Their Lebenswelt
No full textInternational audienceAmong the Hellenes in archaic ‘Song culture’, it was axiomatic that when the ‘inspired’ aoidos declaimed ‘sacred song’ (θέσπις ἀοιδή), the voice of the divine itself sounded forth. But what credited such a claim? What property of ‘melic verse’ encoded the voice of the Gods? Pursuant to what semiotic rationale? To answer these questions, this chapter looks at (1) what counted as the ‘divine’ for the early Hellenes, (2) how the ‘inspired’ aoidos was able to ‘source’ it, (3) how he made it afford intelligence about cosmopoiesis and, finally, (4) how he gave this intelligence an expression that was legible to his listeners. The case is made that information about cosmopoiesis was encoded in the melodies and metre that accompanied the ordinary words used in melic verse. The semiotic rationale behind this claim was a mimetic correlation between (i) the ‘arithmology’ used to compose melodies and rhythms and (ii) the ‘arithmology’ used to quantify the blends of cosmic energies that powered the song's subject matter into its ‘complexion’. Hence, listening to ‘sacred song’ amounted to hearing two narratives about the object of the song: one in the ‘ordinary’ words of mortals recounting what it means ‘sub species hominis’, the other in melody relating its ‘sacral’, cosmopoietic significance
Artefactualising the Sacred: Restating the Case for Martin Heidegger's 'Hermeneutical' Philosophy of Technology
No full textInternational audienceThe author argues that the cultural fashion for post-human discourse needs to be taken seriously when considering the relationships between human beings and their technological inventions, but there is a clear need to be aware of posthumanity's ethical trajectories. Nature-cultures challenge the binary between nature and culture, and by implication, nature and technology, or even nature and the Divine. Technology, when viewed in this light, impinges not just on human attempts to avoid immortality through an extension of modernist transhuman projects, but also in which technologisation invades all life forms, including animal others. Further, the application of technologies that radically transform animal natures raises the prospect of a post-animal and even trans-animal society where the category of animal being is lost through gross manipulation. Another corrective trajectory pondering actual encounters between a human being and another when species meet, showing up both distinctive but common characteristics between humans and other agents, and their joint impacts on ecological and social landscapes
Annotated translation of the Work of Irish Mythology “The Boyhood of Fionn".
No full textThe following project consists of the translation into the Spanish language of the medieval Irish folktale The Boyhood of Fionn, as retold by author James Stephens, and a subsequent annotated translation process in which an analysis is provided in order to explain the decisions that were taken when it comes to the rendering of this particular text. This has been accomplished by using translation techniques proposed by English professor of translation Peter Newmark. The decision to work and develop this project was made for two reasons: the first one is to improve personal skills as a translator of fiction by providing the rendering to a work featuring a medieval form of English, which was challenging, as the language used in it features many unfamiliar complexities and the second one is to provide a translation into Spanish of a work that has not been
officially translated into this language as of yet. The aforementioned analysis has been done by means of developing extralinguistic charts that feature extracts taken from both versions of the text and comparing them; in the case of the translated version, an explanation of what technique was used to render them into Spanish has been included as a means to provide recommendations for potential translators when having to render
texts of this nature
Expliquer according to Jacques Derrida : explanation and critique
No full textCet essai élucide de manière «héliocentrique» la façon dont Jacques Derrida tente d'«exapproprier» la langue et, partant, l'explicable à sa conception grammatologique de leur origine. A cette fin il analyse trois choses : (1) le rapport entre Derrida et la praxis «logocentrique» de la langue (2) son rapport à la théorie Rabbinique de l'origine de la langue et enfin (3) sa manière de faire en sorte que la première «se plie» à la seconde. Par ailleurs, cet essai soumet le programme grammatologique derridien à une lecture déconstructive, et ce sur les points que voici : (a) la valeur «scientifique » du «(non)concept» de la différance (b) la fiabilité des alternatives à la grammatologie (c) comment les protocoles de lecture derridiens ne sauraient servir d'arme contre ces alternatives sans porter un coup mortel au projet grammatologique et enfin (d) l'ethnocentrisme du projet grammatologique. Abstract : This essay "heliocentrically" elucidates Jacques Derrida's grammatological "exappropriation" of language and, therefore, the explicable. To do so it analyses three things (1) Derrida's relationship to the "logocentric" determination of language (2) his relationship to the Rabbinical theory of the origin of language and (3) how he makes the former "bow down" to the latter. This essay also submits Derrida's grammatological ambitions to a deconstructive reading on the following points : (a) the “scientific" status of the "(non)concept" of différance (b) the viability of alternative, non-grammatological redeterminations of the explicable (c) how Derrida's own grammatological project is unable to withstand the "protocols of reading" he uses to "deconstruct" rival reconfigurations of the explicable and finally (d) the ethnocentrism intrinsic to the grammatology programme
- …
