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Certain critics claim that Paul Valery has, in his Cahiers (Notebooks), opened the way to a new study of man by approaching the subject with methods derived from the natural sciences. The present work investigates these claims by examining closely all the scientific analogies which Valery uses to clarify his analysis of the mental mechanism, in order to determine the relevance of these analogies, as well as their effectiveness. A comparison is drawn between the attempt of the poet and the general semantics of Alfred Korzybski, which also professes to ground its knowledge of man only on scientific and not philosophical foundations. / The search for bases taken from science yields few convincing results; thus, Valery's attempt appears to have failed. However, in a philosophical context this attempt is regained. The failure of a "science of man" is tempered by a "phenomenology of power"!

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Cette étude interroge le problème de la vision dans l'œuvre de Paul Valéry. La vision s'articule avec la question de l'énonciation où l'apparition du système "Moi" s'affine dans une structure dynamique qui engage une pluralité d'instances. Énonciation, perception et vision sont donc liées. Cette dernière, d'ordre pragmatique, se décline en une typologie de regards ; mais elle est aussi d'ordre passionnel avec la figure centrale de "Narcisse" dans l'œuvre valéryenne. Le parcours de Valéry est appelé quête narcisséenne, dans laquelle le "Moi" est compris comme « à chaque instant cette propriété de juger ». Cette quête anti-narcissique est liée à la question de la récursivité. En effet, la pensée de Valéry peut être comprise comme une interrogation sur cette structure syntaxique où le champ récursif du "moi" est susceptible de se déplacer et de se transformer à l'infini. La construction du point de vue devient l'une des spécificités de l'acte énonciatif. Par le point de vue, Valéry arrive à une nouvelle conception de la vision. Ainsi, à travers la lecture de Valéry, se forme une "sémiotique valéryenne" qui, comme toutes les sémiotiques, repose implicitement ou explicitement sur un modèle perceptif et sur une théorie de la connaissance.

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D.L. A 231-2008

The main objective of this study is to understand how Valery, Pessoa and Jaccottet created or recreated the figure of the master. This figure has truly made its entry into the literary scene in the second half of the nineteenth century, and it contributed to impose a profane and more egalitarian vision of writing. In the writing of the three authors studied, the master is still seen as a strategy to develop a concept of creation, since it allows the writers to define their poetic. It is therefore a matter of maitres a penser (literally "thinking masters") or, better yet, maitres a ecrire ("writing masters"). / For Valery, the desire to make Mallarme his master is best explained by his search for mastery. Even if he is eager to understand what makes Mallarme an exceptional creator, Valery's quest is hindered by Mallarme's refusal to explain his poetic. This resistance seems to encourage Valery to make the creative act a major concern of his work. / By coming up with a "non-existent coterie" made up of imaginary writers, and by recognizing one of them as his own master, Pessoa hopes to fill the gaps in his literary filiation. In the concert of voices that compose his work, it is yet the master himself which undermines the very legitimacy of the master, and that is why Pessoa finally gets rid of his invention. / Finally, Jaccottet creates his masters for the learning they could provide to him: in Jaccottet's unique story, the character of the master fails, allowing the poet to take his distance from assumptions related with the romantic vision of creation; then, a "good master" whose agony is described by poems becomes a model whose wisdom is inseparable from a kind of ignorance. / The presence of the master generates a story elaborated from the writings of these writers: the development of their poetic requires not only the creation of a master figure, but also its removal. Ultimately, the maitre a ecrire is not only one who induces writing in a unique way, but also the one which should be written in order to succeed.