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Réponse à Bruno Latour : interprétation critique du débat politique ayant opposé Walter Lippmann à John DeweyRenaud, Sophie 19 April 2018 (has links)
"Le sociologue Bruno Latour affirme que l'adoption des postulats du pragmatisme américain permettrait aux Français de conceptualiser et de valider leurs catégories politiques d'une manière à surmonter la crise de la représentation politique affectant la démocratie parlementaire française. Il appuie ses propos en présentant le débat politique ayant opposé Walter Lippmann à John Dewey, deux auteurs pragmatiques du début du 20e siècle. De fait, Latour participe à cet engouement français pour la tradition politique américaine ; le pays de « la Démocratie » continue de fasciner. L'objectif de ce mémoire est de comprendre les conséquences politiques et sociales qu'engendre l'adoption d'une conception pragmatique du politique. Latour a-t-il raison de s'enthousiasmer pour ces modèles politiques ? En plus de procéder à une analyse comparative des modèles démocratiques de Lippmann et de Dewey, nous dresserons un portrait sociohistorique de la Progressive Era, époque où la société américaine connut de grandes transformations."
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Metableties-eksemplariese ondersoek na die globaliseringsverskynsel en die implikasies daarvan vir die opvoeding en onderwysVan Niekerk, Magrietha Elizabeth 11 1900 (has links)
Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop
tot die globaliseringsverskynsel ondersoek. Daar word
gekonsentreer op die benadering van vier f ilosowe wat met reg
die f ilosof iese wegbereiders van bogenoemde verskynsel genoem
kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n
belangrike bydrae tot die bevordering van die Globalisme gelewer.
Vervolgens word op die aanloop tot •n plurale samelewingsverband
en die fundamentele rol van verskeie ideologiee gef
okus. Verskeie globalistiese en inoutentieke opvoedings- en
onderwysbenaderings word ook ontleed om die neerslag van die
Globalisme op onderwysgebied aan die lig te bring.
Die berekende denke voer die botoon in die globalistiese
bestel, gevolglik word die besinnende denke nie in die
opvoeding en onderwys in aanmerking geneem nie. Die
globaliseringsverskynsel het onder andere die volgende
implikasies vir die opvoeding en onderwys:
Inoutentieke beroepsafrigting.
Identiteitskrisis.
Ontheemding
Waarde- en normrelativisme.
Gedegradeerde mens- en kindbeskouing.
Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of
Globalism is examined in this study. The approach of four
philosophers who may aptly be described as the philosophical
pioneers of Globalism, has been focused upon. Feuerbach,
Marx, Nietzsche and Dewey have certainly made an important
contribution towards the advancement of this phenomenon.
The advent of a pluralistic societal structure and the fundamental
role of several ideologies, responsible for the
advancement of a globalistic society, will also be focused
upon. Various inauthentic and globalistic approach~s to
education are analised in order to illustrate the impact of
Globalism on education.
Natural-scientific thought sets the pace in the globalistic
order, with the result that reflective thought is not taken
into account in education. The implications of the globalistic
phenomenon for education are the following:
Inauthentic job training.
Identity crisis.
- Alienation.
- Value and norm relativism.
- Degraded view of mankind and the child.
- Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)
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Metableties-eksemplariese ondersoek na die globaliseringsverskynsel en die implikasies daarvan vir die opvoeding en onderwysVan Niekerk, Magrietha Elizabeth 11 1900 (has links)
Text in Afrikaans / In hierdie studie word die metableties-eksemplariese aanloop
tot die globaliseringsverskynsel ondersoek. Daar word
gekonsentreer op die benadering van vier f ilosowe wat met reg
die f ilosof iese wegbereiders van bogenoemde verskynsel genoem
kan word. Feuerbach, Marx, Nietzsche en Dewey het gewis •n
belangrike bydrae tot die bevordering van die Globalisme gelewer.
Vervolgens word op die aanloop tot •n plurale samelewingsverband
en die fundamentele rol van verskeie ideologiee gef
okus. Verskeie globalistiese en inoutentieke opvoedings- en
onderwysbenaderings word ook ontleed om die neerslag van die
Globalisme op onderwysgebied aan die lig te bring.
Die berekende denke voer die botoon in die globalistiese
bestel, gevolglik word die besinnende denke nie in die
opvoeding en onderwys in aanmerking geneem nie. Die
globaliseringsverskynsel het onder andere die volgende
implikasies vir die opvoeding en onderwys:
Inoutentieke beroepsafrigting.
Identiteitskrisis.
Ontheemding
Waarde- en normrelativisme.
Gedegradeerde mens- en kindbeskouing.
Sins- en waarheidsverduistering. / The metabletic-exemplary advance of the phenomenon of
Globalism is examined in this study. The approach of four
philosophers who may aptly be described as the philosophical
pioneers of Globalism, has been focused upon. Feuerbach,
Marx, Nietzsche and Dewey have certainly made an important
contribution towards the advancement of this phenomenon.
The advent of a pluralistic societal structure and the fundamental
role of several ideologies, responsible for the
advancement of a globalistic society, will also be focused
upon. Various inauthentic and globalistic approach~s to
education are analised in order to illustrate the impact of
Globalism on education.
Natural-scientific thought sets the pace in the globalistic
order, with the result that reflective thought is not taken
into account in education. The implications of the globalistic
phenomenon for education are the following:
Inauthentic job training.
Identity crisis.
- Alienation.
- Value and norm relativism.
- Degraded view of mankind and the child.
- Obscurity of truth and meaning. / Educational Studies / M. Ed. (Historiese Opvoekunde)
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PACIFIC CROSSINGS: The China Foundation and the Negotiated Translation of American Science to China, 1913-1949Xing, Chengji January 2023 (has links)
China has become a major contributor to world science today, with the largest number of qualified scientific publications in the world, a centralized government willing to sponsor the development of science, and pioneering scientists in all disciplines. Where did this scientific power emerge from historically and how did this history connect with the rest of the world? My dissertation suggests that comprehending the Sino-American intellectual exchange network since the early twentieth century is essential for us to grasp the development of science in modern China. It argues that a Sino-American intellectual exchange network through the China Foundation for the Promotion of Education and Culture (ie., the China Foundation) played a critical role in the development of modern scientific research and education from the 1920 to the 1940s.
In the first half of the twentieth century, leading American intellectuals of the progressive era such as Teachers College’s educational scholar Paul Monroe and Columbia University’s prominent philosopher of pragmatism John Dewey frequently communicated with prominent Chinese intellectuals, many of whom were their former students in the United States. Such face-to-face interchanges across the Pacific ultimately influenced Chinese choices in shaping modern scientific education and research. The impact was generated primarily through the China Foundation.
The China Foundation, financed by the second American remission of the Boxer Indemnity Funds, served as a sponsor of the development of scientific research, teaching and training in modern China. The trustees of the foundation, responsible for the custody and administration of the fund, included prominent Chinese intellectuals (most of whom had received western graduate training) such as Hu Shi (PhD, Columbia), Jiang Menglin (PhD, Teachers College), Zhang Boling (visiting fellow at Teachers College, 1917-1918), Ren Hongjun (H. C. Zen, MA, Columbia), Guo Bingwen (PhD, Teachers College), Ding Wenjiang (aka V. K. Ting, BA, University of Glasgow), Zhao Yuanren (aka Y. R. Chao, PhD, Harvard) as well as the American intellectuals and reformers Paul Monroe, John Dewey, Roger Sherman Greene and John Leighton Stuart.
This dissertation researches the history of Sino-American intellectual exchanges in the China Foundation network, which were central to the establishment of science in modern China. It begins by tracing the cohort of leading Chinese intellectuals trained at American universities, who paved the way for its establishment. They invited leading American educators like John Dewey and Paul Monroe to China, and did the translation work that allowed for their reformist ideas of democracy, education and science to become popular in China. While the American intellectuals aspired to transmit a democratic education through introducing science, the Chinese intellectuals also developed their own rationales to pursue China’s scientific modernization. It also examines the political assumptions and tensions wound up in this Sino-American educational exchange network that illuminates the ways in which the intellectuals on both sides of the Pacific were mutually influenced by their intellectual exchanges.
In asks the following questions: How did American intellectuals of the progressive era design and pursue a democratic vision for the Chinese scientific development, and what were their political assumptions undergirding the transmission of science? How did the Chinese intellectuals respond to the American knowledge of science, translate, and negotiate this transmission of science to China? What aspects of science did they absorb and incorporate for the Chinese national purposes? What ideas did they absorb from the United States, and what aspects did they deliberately eschew? In posing these questions, part of my goal is to shift the predominant narrative of transnational progressive era US intellectual history from “Atlantic Crossings” to a dense and constitutive set of exchanges of knowledge, ideas and practices of sciences across the Pacific.
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Vorme van bevrydingsonderwys in Latyns-Amerika, die VSA, Tanzanië en die RSA : 'n histories-vergelykende studieAsia, Henry Peter 12 1900 (has links)
Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word.
In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk.
Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek.
Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek.
Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele.
Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world.
Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation.
In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed.
Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed.
These forms of education are subsequently compared and similarities and differences are disclosed.
Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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Vorme van bevrydingsonderwys in Latyns-Amerika, die VSA, Tanzanië en die RSA : 'n histories-vergelykende studieAsia, Henry Peter 12 1900 (has links)
Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word.
In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk.
Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek.
Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek.
Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele.
Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world.
Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation.
In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed.
Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed.
These forms of education are subsequently compared and similarities and differences are disclosed.
Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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