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Educational theories and practices in the Berlin of the Enlightenment : Friedrich Gedike’s work (1754-1803)
No full textLes débats sur l’éducation qui passionne la sphère publique du dernier tiers du XVIIIe siècle, tout comme les réformes scolaires mises en place à cette même époque en Europe, présentent un intérêt particulier dans l’histoire de l’éducation, mais aussi et plus largement dans l’histoire des idées. Le Berlinois Friedrich Gedike (1754-1803) joue un rôle décisif sur la scène pédagogique et intellectuelle prussienne. L’étude de son œuvre et des deux établissements primaires et secondaires qu’il a dirigés, le Friedrichswerder de 1779 à 1793, puis le Cloître Gris (Berlinisch-Kölnisches Gymnasium zum Grauen Kloster) de 1793 à 1803, met au jour le processus de démarcation entre le lycée et l’université, mais aussi le développement et la transformation de l’enseignement secondaire. Sous son impulsion, un processus de sécularisation et de nationalisation de l’enseignement est également lancé. L’étude des problématiques éducatives est par ailleurs étroitement liée au contexte social et politique de l’époque, ainsi qu’à la philosophie des Lumières. Elles soulèvent des questions sur la conception de l’État, de la société et de l’individu. Friedrich Gedike a œuvré à la diffusion des Lumières en Allemagne, en tant que penseur des Lumières et publiciste, mais aussi concrètement, en tant que directeur, enseignant et membre du conseil national de l’éducation de Prusse. Son projet éducatif se caractérise par sa singularité et une certaine radicalité. À la croisée des chemins entre le philanthropinisme et le néohumanisme, il donne une identité singulière aux Bürgerschulen : d’ « écoles de bourgeois », elles se métamorphosent sous sa direction en « écoles de citoyens ». La formation morale et civique à travers des leçons de culture générale, de lecture de presse, d’histoire, de langues modernes et des pratiques de rédactions et d’expression en public sur des sujets sociaux et politiques, d’actualité parfois brûlante, est au cœur de son projet. Celui d’instaurer un examen validant les acquis du secondaire, l’Abitur, est par ailleurs une tentative de faire du mérite personnel l’unique critère d’accès aux études universitaires. Il croit en une réforme progressive de l’État prussien grâce à une réforme de l’éducation. Il voit en l’éducation (Bildung) un nouveau pouvoir légitime qui permet d’accéder à la haute fonction publique et d’intégrer les sphères du pouvoir. Face à un pouvoir institutionnalisé, les citoyens « cultivés » et « éclairés » détiennent la possibilité d’un pouvoir en train de s’établir. Gedike se situe dans une démarche de rendre ce nouveau pouvoir légitime aux yeux du pouvoir établi en le faisant reposer sur des fondements institutionnels.Throughout the political upheavals that had an impact on the European continent over the last three decades of the Eighteenth century, the missions, contents, methods and organization of the educational world were profoundly remodeled. Mainly restricted to an elite and focused on the humanities, education diversified and democratized itself and gradually became a public matter and a State concern which reformed its educational system and integrated a larger part of its population into the public and political sphere. On the eve of the Nineteenth century, the secondary education developed and changed under the action of governments, but also and especially thanks to the commitment of schoolmen. A case study devoted to the work of a Berliner pedagogue and man of the Enlightenment, Friedrich Gedike (1754-1803), and to the two secondary establishments he successively directed between 1779 and 1803, allows not only to extend and deepen knowledge of the Prussian educational landscape and the Berliner Enlightenment, but it is also exemplary on more than one account. It illustrates the creative initiative of schoolmen engaged in a profound reform of education and the Prussian society of the last two decades of the century. Moreover, it highlights the metamorphose of secondary-level education which stands out from universities and diversifies itself with inferior classes proposing a more practical teaching (Bürgerschule) and superior classes preparing for university while teaching humanities (gelehrte Schule). Progressively, the curricula of secondary schools began to propose a balance between linguistic and scientific teaching, but also between ancient and modern languages. The student population began to change: diversifying and democratizing itself. Merit imposed itself little by little as a form of selection and access criteria to higher education and power. Finally, this case study shows the politicization of educational debates and reforms. Through a reform of education, schoolmen and men of letters aimed at a deep reform of society: creating the conditions for tolerance, a real “living together” between social orders, confessions, corporations, and to a certain extent genders, replacing privilege of birth and wealth by individual merit. Moreover, secondary schools became places of learning about a vibrant political culture. Humanities training was accompanied by a citizenship training with an opening up to the modern world, to immediate history and to national and foreign policies. Intellectual curiosity, personal thought, critical thinking and a debating culture were encouraged daily among students. Prussian High Schools became a privileged place for the constitution of a public sphere that would dialog with the institutional power or get access to it, allowing the integration of a larger and diversified part of the population to take part in political decisions. This study demonstrates the importance and the singularity of Friedrich Gedike in the history of education in Prussia
Entretien avec Axel Honneth
Get PDFAxel Honneth, né à Essen en 1949, est un philosophe allemand, chef de file mondialement connu de la philosophie sociale et de l’École de Francfort. Rendu célèbre par sa théorie de la lutte pour la reconnaissance, il a consacré ses travaux ultérieurs à la notion de justice et au problème de la compatibilité entre capitalisme et démocratie. Axel Honneth est professeur à l’Université Goethe de Francfort et à l’Université Columbia de New York. L’entretien qui suit fut mené le 6 février 2014, date..
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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