Demographically open public spaces provide valuable grounds for engaging diverse ideologies. While the rise of society and passive consumption of mass culture excludes “action” and “speech” from the public realm and threatens human plurality, a public space in which to hold public debates and discussions will reengage public roles in the public realm. And it will consequently act as a new site for citizenship and new “space of appearance.” Such space becomes even more essential in a society that dreads conflict. Focusing on Iranian society, the proposal integrates this overlooked opportunity by offering temporary debate interventions to be used around the Iranian cities on a regular basis, envisioning a culture of dialogue incrementally developing. This is a way of approaching a sociological issue with the help of Architecture, making a role for public space in promoting a culture, a culture that encourages human plurality and appreciates engaging the wide range of diverse ideologies, convictions and viewpoints. Rather than proposing a closed narrative and one single architectural solution for the space of public debate, the thesis imagines an architectural toolkit for application to the specific cultural and urban context.

With the objective of outlining a decision-making process for the selection, evaluation, and application of films for invigorating Palestinian-Israeli dialogue encounters, this project researches, collates, and weaves together the historico-political narratives of the Israeli-Palestinian conflict, the artistic worldviews of the Israeli and Palestinian national cinemas, and the procedural designs of successful Track II dialogue interventions. Using a tailored version of Lucien Goldmann’s method of homologic textual analysis, three Palestinian and three Israeli popular film texts are analyzed along the dimensions of Historico-Political Contextuality, Socio-Cultural Intertextuality, and Ethno-National Textuality. Then, applying the six “best practices” criteria gleaned from thriving dialogue programs, coupled with the six “cautionary tales” criteria gleaned from flawed dialogue models, three bi-national peacebuilding film texts are homologically analyzed and contrasted with the six popular film texts. This exercise is designed to implement a method for identifying “which, why, how, and when” filmic communication is best paired with dialogic communication to buttress the effects of Israeli-Palestinian Track II peacebuilding mediations. It is proposed that a synergized approach of film plus dialogue will contribute to the re-mediation of ethnonational imaginaries and the re-imagining of the violent parameters of the conflict.

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La vie en marche est un roman qui se présente sous forme d'un collage qui tire sa substance d'une « matière vécue » où alternent dialogues entre amis et photographies de traces marquées à même le « parchemin » des trottoirs. Les photographies témoignent d'une démarche solitaire toute habitée par le plaisir de la découverte alors que le texte met en scène -au propre comme au figuré -tant l'épreuve du deuil que l'attachement, la tendresse ou la solidarité. Le mode du dialogue est apparu le plus à même de rendre « la vie en marche » dans sa banalité et sa quotidienneté. Les voies du ressouvenir constituent, quant à elles, une tentative d'illustration d'une forme narrative où scriptural et pictural s'allieraient dans la perspective d'un dépassement du simple rapport de représentation pour tendre vers une complémentarité à travers le mouvement d'instauration caractéristique de l'acte d'énonciation. Trois ouvrages de Sophie Calle servent de fondement à cette démarche, soit Douleur exquise, Souvenir de Berlin-Est et L 'Hôtel, chacun répondant à une même lecture s'articulant autour des concepts de la trace, du passage et de la répétition, d'où découle un même retour du présent où le « ça a été » se constitue comme « c'est ». ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Roman, Dialogue, Banalité, Collage, Photographie, Mémoire.

Violence against teachers in Swedish schools, according to recent reports has increased and there have been many studies to investigate the situation for teachers. The surveys show that teachers are especially vulnerable to students. This study aims to examine the relationship between a number of teachers and their students to study the power relations that exist in the classroom. This is to see what violence is an expression of and also how violence is perceived by the teachers. The issues that are central in this study are: What is the importance of dialogue in the relationship between these teachers and their students? Is there power relations between teachers and their students? What is the violence against teachers and expression of? Is there any connection between dialogue, power relations and violence? The theories of the materials in this study was analyzed using power relations theories of the historian of ideas Michel Foucault and Philosophy Doctor Anders Persson, who to some extent has his theoretical basis in Foucault’s power relations. The material is interviews with four teachers in upper secondary schools and analysis of the results is my interpretation of the material by applying the theories of power relations. The study shows that the dialogue is important for these teachers in their relationships with their students. There are power relations in the classroom and at school, in the form of disciplinary authority vested in the school. Violence is something that rarely occurs and the violence can be seen as a resistance of students against the exercise of power that occurs at school and in teaching.

Dialogue, which developed by David Bohm, is a foundation of learning organization. But dialogue often considered as hard to understand. This research use more structural and simpler way to introduce this abstruse and abstract theory. Help people who want to learn dialogue easier to get a correct understanding. This research use theoretical review method to arrange three specialized books about dialogue which wrote by David Bohm, Linda Ellinor and Glenna Gerard, William Isaacs. Allocate in to five categories: summary about dialogue, problem cause by thought process which confront people and cross, how to learn dialogue, proceeding dialogue, dialogue in organization. In the last chapter, compares three books and present other findings during research.

Abstract This essay elaborates in a historical perspective on some controversies concerning the human rights conception. The reason why I take a historical perspective as my analytic standpoint lies in the essence of the human rights conception which is recognized as a human-made thing, rather than a natural phenomenon. In other words, the human rights conception is a kind of interpretation, knowledge and narrative. In this essay, I will firstly examine the main changes of philosophical and social conditions influencing the development and evolution of human rights conceptions. After a brief introduction of human rights conception, the following work of this essay is premised on the questions of what might be broadly termed ¡§universalism vs. relativism¡¨, ¡§individual rights vs. collective rights¡¨ and ¡§sovereignty vs. human rights¡¨. Accordingly, it is concerned with focusing scholarly attention on the place of diverse values and cultures in contemporary international society. Besides, I will take ¡§Asian value¡¨ as an object to embody those controversies mentioned above. Briefly speaking, there are four premises on which the ¡§Asian value¡¨ is founded, namely ¡§priority of the socio-economic rights over the politico-civil rights¡¨, ¡§priority of the cultural particularity over the universality of human rights¡¨, ¡§priority of individual rights over collective rights¡¨, and ¡§priority of sovereignty over human rights¡¨. Finally, I will examine the philosophical hermeneutics of Hans-Georg Gadamer. It is argued that the notion of the ¡§fusion of horizons¡¨, which Gadamer derives from the linguistic and nature and historicity of human existence, provides fruitful responses to those competing opinions outlined above. I suggest that an application of Gadamer¡¦s inspiring ideas opens the way to a more convergent and inclusive human rights conception.

Diss.--Philosophische Fakultät--Universität Erlangen-Nürnberg, 2002. / Bibliogr. p. 189-193.

Proefschrift--Letteren--Universiteit Leiden, 2005. / Résumé de la thèse en anglais et en néerlandais. Bibliogr. p. 169-176.

Reproduction de : Thèse de doctorat : Psychologie des processus cognitifs : Paris 8 : 2006. / La version électronique ne comprend pas les annexes. Titre provenant de l'écran-titre. Bibliogr. p. 391-419. Notes bibliogr.