L’idée selon laquelle les citoyens devraient participer à la définition des choix scientifiques et techniques s’est progressivement diffusée en France à partir des années 1980. Cet idéal participatif repose sur le renouvellement de la conception des rapports entre sciences et société. Cette thèse propose d’étudier la genèse de cette nouvelle conception à partir de la critique de la science formulée par des acteurs scientifiques durant les années 1970, et d’établir les liens entre cette critique et la nouvelle sociologie des sciences. La critique est envisagée comme un processus de politisation de la science, c’est-à-dire une requalification de la science en tant qu’activité sociale indifférenciée. Trois axes ont été retenus pour étudier la constitution de cet idéal participatif : les conditions d’émergence de cette critique de la science, sa structuration dans les revues militantes, et ses effets sur des domaines déterminés (la vulgarisation au Seuil, et l’expertise avec les Boutiques de Sciences). / From the eighties, the idea that citizens should participate in the definition of both scientific and technical choices gradually spread in France. That participative ideal rests on the renewal of the conception of the relation between sciences and society. This doctoral dissertation proposes to study the genesis of that new conception from the science’s criticism expressed by scientific actors in the seventies and from the connections between that criticism and the new sociology of sciences. Here, the criticism is contemplated as a science’s politicization process, that is to say an amendment of science as an undifferentiated social activity. In order to study the constitution of that participative ideal, three main lines have been holded: the conditions of that criticism’s emergence, its structuring in activist reviews, and its effects on specific domains (popularization at Seuil publishing house and the expertise with the Science Shops).

Language is power. Especially among preschool children, where one of the most coveted identities sought during social interactions is that of the leader. Leadership is not taken; it is given when individuals accept instructions from someone else and let them lead. These individuals then become followers. I decided, after reading various literature and scientific research about children’s peer talk and linguistic interactions, to study how preschool children use linguistic interactions and strategies to form the identities of leaders and followers during free play; scheduled points during the day where activities are based on the children’s interests and not led by preschool teachers, which aids in trying to see things from the children’s perspective. I did a video-enabled microethnographic study over the course of a week as a complete observer to capture the strategies used by five children (ages 5 to 6) to form the identities of leaders and followers during their peer talk and peer group interactions. After transcribing the recorded material where these social interactions were most apparent, I then analyzed at which points the children were given these identities and what strategies were used as resources from a sociolinguistic perspective. Three primary strategies were identified; speech genres, code-switching and language play. I also discovered that the children were inspired by their surroundings and the available materials in choosing what to play and base their linguistic interactions on. I concluded that leadership is closely related to expertise about various subjects and that followers allow individuals with more expertise than them to lead. This is how our society typically works. The children used their various levels of expertise regarding the subject matter and strategies like speech genres, code-switching and language play as resources to raise their own status and attempt to lower the status of others, forming the identities of leaders and followers.

L'expertise psychiatrique est requise au tribunal dans plusieurs situations juridiques tant en matière criminelle que civile et elle est soumise aux mêmes règles de preuve que n'importe quelle expertise. Pourtant, la psychiatrie et son objet sont tout à fait particuliers. La relation que peuvent entretenir le juge et l'expert-psychiatre est teintée par plusieurs éléments de nature sociale et professionnelle, mais aussi simplement juridique et procédural. Alors que les juristes parlent de cette relation comme d'une usurpation du rôle du juge par l'expert-psychiatre, les psychiatres, au contraire, croient que leur expertise est totalement pervertie dans le processus judiciaire. Mais la réalité n'est pourtant pas univoque: si l'expertise psychiatrique est de façon générale une preuve parmi les autres, elle peut également occuper une place centrale dans le mécanisme décisionnel. / Psychiatric report is required at the court in several legal statements as weIl in criminal matters as in civic matters and is subject to the same codes of proofs as any other expert report. Still, psychiatry and its object are absolutely peculiar. The relation that may be kept between the judge and the expert psychiatrist is tinged with many elements of social and professional nature but also of judicial and quibbling nature, simply. While lawyers and legal experts quote that relationship of an usurpation of the judge part by the expert psychiatrist , psychiatrists on the other hand reckon that the expert report is completely perverted by the judicial process. Yet, reality is not univocal. If the psychiatric report is globally a proof among many others, it can still have a crucial impact in the ruling machinery.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

The purpose of this research was to investigate special educators’ problem solving approaches through the lens of adaptive expertise. An explanatory sequential mixed methods design was used with participants of varying experience levels and teaching contexts from one Mid-Atlantic state. Participants responded to a researcher-developed survey about their orientations to problem solving (N = 162), then a purposive sample completed semi-structured interviews (N = 8). Following survey measure refinement and validation, quantitative data were analyzed through descriptive statistics, z-scores, correlation, and chi-square test of independence. Subsequently, qualitative data were analyzed through iterative cycles of hypothesis and open coding. Finally, quantitative and qualitative data were linked through mixed methods analysis. Results of exploratory factor analysis identified an 18-item, two-factor structure within the survey measure. Survey results indicated most special educators had more adaptive than routine expertise orientations to problem solving; for some these orientations were balanced, while others had a much stronger orientation to adaptive expertise. Though no statistical relationship was found between teaching experience and participants’ degree of adaptive or routine tendencies when problem solving, teachers interviewed spoke of the role of experience in shaping their problem solving approaches. Many also noted that the application of particular approaches were dependent upon characteristics of their teaching contexts. Literature-based indicators of adaptive expertise were evident across examples of problem solving in special educators’ narrative data. Together, survey and interview data captured a more comprehensive and nuanced picture of special educators’ problem solving in practice than either approach could have alone.

La créativité est une caractéristique psychologique importante à l’atteinte de l’expertise. Le développement de la pensée créative étant reconnu comme un atout essentiel à l’atteinte et au maintien de performances supérieures dans le milieu des arts, des sciences, de la santé, des entreprises et de l’éducation, peu de connaissances sont disponibles quant à son rôle dans le domaine sportif. Par conséquent, l’objectif général de cette thèse était d’explorer le rôle de la créativité sur le développement de l’expertise sportive. Une première étude a d’abord identifié certains facteurs qui influencent la créativité chez les athlètes élites. Les résultats montrent que la pratique de plusieurs sports au niveau récréatif lors du développement athlétique ainsi qu’un environnement favorisant la résolution de problèmes sont bénéfiques au développement de la pensée créative. De plus, il semble que l’expertise soit positivement associée à la créativité tandis que l’expérience y est négativement liée. Ensuite, une seconde étude a indiqué que l’engagement dans des activités créatives entraîne l’utilisation de stratégies de coping orientées vers la tâche qui, à leur tour, favorisent l’atteinte de l’état de flow. Les résultats de cette étude indiquent également plusieurs associations positives entre la créativité et la fréquence d’atteinte de l’état de flow. Finalement, une troisième étude présente les impacts de la mise en place d’une intervention composée d’activités d’improvisation sur la performance de patineurs artistiques élites. Suite à l’intervention, des effets positifs ont été observés sur la performance artistique, la performance en compétition, les attitudes et valeurs créatives, l’estime de soi et les habiletés de pleine conscience des patineurs. Dans l’ensemble, ces résultats permettent de conclure que la créativité est une caractéristique importante à l’atteinte de l’excellence sportive. Il serait donc important de stimuler les habiletés créatives des athlètes afin d’assurer une évolution constante des performances sportives. / Creativity is an important psychological characteristic linked to expertise. The development of creative thinking is recognized as a key asset in the achievement and maintenance of superior performances in the arts, sciences, health, business, and education, but little is known about its role in sport. Therefore, the general goal of this thesis was to explore the role of creativity in the development of sports expertise. A first study identified some factors influencing creativity among elite athletes. The results showed that practicing several sports at a recreational level throughout the athletic development and being in an environment that promotes problem solving is beneficial to the development of creative thinking. Moreover, it seems that expertise is positively associated with creativity, whereas experience is negatively associated with this construct. Then, a second study found that investment in creative activities lead to a better use of task-oriented coping strategies, which in turn, promoted the achievement of flow state. The results of this study also indicate several positive associations between creativity and flow state attainment. Finally, a third study examined the influence of the implementation of an intervention composed of improvisational activities on elite figure skaters’ performances. Following the intervention, positive effects were observed on skaters’ artistic performances, performance in competition, creative attitudes and values, self-esteem, and mindfulness skills. Overall, these results suggest that creativity is an important feature of sport excellence achievement. It is thus important to foster creative abilities in athletes to ensure a constant evolution of sport performances.

Text in English / This work is organised around two main objectives: a) the formulation of a new conceptual framework as the basis for a new scientific aesthetic; and (b) an attempt to explain the possibilities and current limitations of neuroscience in aesthetics. The first part of the work is devoted to the conceptual foundations of aesthetics. In the first chapter, I analyse the philosophical assumptions reflected in neuroaesthetics. In particular, I would like to show that the concept of art on which neuroaesthetics is based is both conceptually and empirically untenable. In the second chapter, I propose a new conceptual framework for a theory of aesthetics; in particular, I present new definitions of key concepts in aesthetics, such as 'art', 'artistic system', 'artistic movement', 'artwork', and so forth. Furthermore, in the second chapter, I advance the view that—even though the neurosciences are an essential part of aesthetics—not every aesthetic problem requires a neuroscientific solution. In other words, there are aesthetic problems that cannot be answered satisfactorily by neuroscience using only its special concepts and terminology. Some questions may require additional sociological, physical and/or semiotic concepts, and explanatory devices. The second part of this thesis deals with the experimental aspects of the neuroscience of artistic appreciation. First, I argue that the conceptual foundations underlying much of the current approaches to neuroaesthetics are still problematic and that the experimental approach cannot be applied in any straightforward manner to conduct neuroaesthetic research. I then review some of the most important results of experimental aesthetics and cognitive neurosciences with regard to the mechanisms of aesthetic appreciation before proposing a new neurocognitive model of artistic appreciation based on the notion of an artistic 'task-set' Finally, I end the second part with a theoretical postulate and a neurocognitive framework pertaining to the interactions between mental images and emotions and their possible role in the process of appreciating literary artworks. In the third and final part of the work, I briefly discuss the central ontological preconditions of the neurocognitive studies of art, namely, the neural hypothesis of identity, ‘mind = brain’, and compare it to other approaches of the mind-brain relationship. I also offer a hierarchical model of mental functions based on both the anatomical and the functional aspects of the brain. / Psychology / Ph. D. (Psychology)

INTRODUCTION The HIV epidemic in South Africa has increased not only the number of ill children but also the number of orphans. Although the establishment of orphanages is not sustainable, the number of residential care facilities continues to increase. Many persons working in South African children s homes can testify to the impact HIV has had on this sector, but no studies have actually measured it. AIMS The primary aim of this research was to determine the impact of HIV on the Johannesburg children s homes. The secondary aims were to make recommendations informed by this research to assist children s homes to mitigate the impact and to inform the activities of the Children s Homes Outreach Medical Programme (CHOMP). METHODS A rapid appraisal of all children s homes in the greater Johannesburg was done by means of a telephonic survey. This was followed by an in depth analysis of 24 children s homes through the use of questionnaires, data collection forms, a pop quiz for residential child care workers and the inspection of facilities. RESULTS A total of 115 residential care facilities with a population (excluding the special needs homes) of 5 934 were identified. In a sample of 24 homes, 31,7% of the children were HIV affected and 20% HIV infected. The morbidity rate in the homes was 10%, and 99% of this morbidity was attributable to HIV/AIDS. Over a 6 month period 57 children died in the children s homes, 93% from HIV related conditions.

Mon travail de thèse propose une réflexion au sujet d’un paradoxe ancien mais qui demeure pertinent à travailler dans le contexte renouvelé des "controverses socioscientifiques" publiques. La position épistémique dominante au sein de la communauté scientifique peut être qualifiée de réeliste, à savoir qu’il existe en soi un monde extérieur à la pensée, qu’une connaissance objective et neutre de ce monde est possible, ce qui permettrait un progrès social. Par ailleurs les exigences de la démocratie, comme organisation de gouvernance en vue de construire un monde commun par l'accord du peuple, présupposent que chaque voix individuelle, chaque point de vue singulier est à considérer selon une éthique égalitaire. C'est ainsi que le statut de l'expert en démocratie est paradoxal. En effet, si l’expert est un scientifique appelé à répondre à une question définie par le politique pour laquelle, en contexte de controverse, les données scientifiques disponibles ne permettent pas de conclure, l'expert doit néanmoins proposer une réponse à la question qui lui est posée. C’est ainsi que, même en absence de réponses, l’expert est choisi sur la base de sa présupposée compétence, par le biais d’un accès privilégié au réel. Ce choix suggère que la parole de l'expert est toujours plus intéressante, plus pertinente qu’une parole non-experte, ce qui va à l’encontre du postulat démocratique.Face à la critique de l’expertise, il y a généralement deux craintes, deux spectres (dans le sens « d’apparition effrayante ») de réponses envisageables. D’un côté, il y a le renforcement de la légitimité traditionnelle de l’expertise qui est sous tendue par une épistémologie réeliste, et donc la peur de la confiscation du pouvoir qui en découle. De l’autre côté, altérer les frontières entre science et non-sciences, relativiser le pouvoir de la « grande science » pourrait conduire à une forme de nihilisme, à savoir la perte de la hiérarchie des valeurs, notamment la distinction entre connaissance et croyance, et la perte de la potentialité de fonder une connaissance pertinente nécessaire à une transformation sociale du monde.Mais je me demande également pourquoi l’appel à l’expertise, dont l’une des raisons réside dans la recherche d’une fin (clôture ou finalité, telle est la question) à la discussion, débat au cours duquel on échange des arguments. Selon les partisans d’un réelisme, la discussion scientifique n’est pas de même nature que le débat démocratique, mais dans le cas de mon constructivisme cette différence n’existe pas. Si étymologie de la controverse suppose un face-à-face et une clôture, la discussion pouvant se conclure par une reconstruction ou réarrangement semble plus approprié à une optique constructiviste. L’expertise résistera t-elle à notre enquête dramaturgique ? / My research topics focus on the social responsability of researchers, their involvement and political engagement, all the way from the construction of knowledge to its formulation (research aesthetic) and dissemination.As I study others' engagement and their legitimation strategies, I also aim at formulating mine: a constructivism that holds itself accountable for its creations.This thesis discusses the role of experts in democracy; it is written in French. I highly doubt that I am able to summarize it in English, just as I doubt that exclusively English-speaking readers would be able to understand the manuscript in French.

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