L’école au point critique

Kambouchner, Denis

doi:10.3917/tele.050.0139

Cited by 3 publications

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“…» dans une atmosphère de douceur et de liberté, mêlée d'intensivité 45 . Pour caractériser cette école qui offre et qui pourvoit, Kambouchner propose l'image des « jardins de culture » 46 dans lesquels il s'agit, dès les premières classes, de « se soucier de la culture des enfants dans l'ensemble de ses dimensions » 47 .…”

Section: Et Kambouchner D'ajouterunclassified

La crise de l’enseignement en France. Essai de conceptualisation à partir des travaux de Denis Kambouchner

Alix,

Gutierrez

2023

Le Télémaque

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À partir des années 1980, la thématique de la crise appliquée à l’enseignement et à l’éducation a connu un retentissement considérable dans l’opinion publique française. Cette idée de crise a alors fait l’objet de nombreux débats, discussions et analyses dans la presse généraliste et dans le monde académique. Le présent article aborde la conceptualisation qu’en a proposée le philosophe Denis Kambouchner. Pour ce faire, nous évoquons tout d’abord la définition que ce dernier donne de la notion de crise de l’enseignement avant d’analyser la manière dont il en circonscrit les contours pour en discuter les causes selon un double arbitraire, culturel et pédagogique. À cet effet, nous avons mobilisé ses écrits sur le sujet en cherchant à les mettre en perspective avec certains textes de ses contemporains. Cette mise en relief vise à asseoir les fondements idéologiques de cette crise de l’enseignement scolaire et à en montrer l’originalité.

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Section: Et Kambouchner D'ajouterunclassified

La crise de l’enseignement en France. Essai de conceptualisation à partir des travaux de Denis Kambouchner

Alix,

Gutierrez

2023

Le Télémaque

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“…It is not a persistent chronic inflammatory disease, but rather a disease characterized by recurrent acute inflammatory flares. The anatomical bedrock of this disease is vasculitis affecting both veins and arteries in multiple organs [1]. Less frequent arterial damage can be life-threatening [2].…”

Section: Introduction:-mentioning

confidence: 99%

A Rare Case of Angio-Behcet Revealed by Hemoptysis of Great Abundance

Asmaa,

Arfaoui,

Jabri

et al. 2024

ijmsci

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Behçet's disease (BD) is a chronic, relapsing vasculitis of unknown etiology that is characterized by mucocutaneous, ocular, articular, vascular, gastrointestinal, and central nervous system.It mainly affects young subjects, generally 20 to 30 years old with a predominance of men. Thoracic involvement of Behcet's disease is unusual but serious. It is related to the well known vascular tropism of the disease. It may involve the superior vena cava, pulmonary arteries, aorta and subclavian vessels. These vascular attacks can be arterial or venous thrombosis, aneurysms or pseudo-aneurysms .In Behçet's disease, pulmonary artery aneurysms are considered exceptional. these aneurysms manifest themselves by recurrent hemoptysis as is the case with our patient who consulted in pneumolgy department 20 august 1953 at the university hospital Ibn Rochd Casablanca, for a moderate to great abundance hemoptysis revealing an angio-behcet. This is a negative element in patients with BD. it is a diagnostic and therapeutic emergency.The treatment of BD is not well codified but it depends on the severity of the systemic manifestations. Regarding vascular involvement, surgical treatment of an aneurysm with all its risks in patients with Behçet's disease frequently results in aneurysm recurrence. The arterial aneurysms have a poor prognosis, especially pulmonary aneurysms.

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“…Although already installed in the symbolic domain of what Kambouchner would call "mathesis," 42 the repuerescens teacher acts neither as an anticipator nor as a facilitator of learning, but as a partner in a dialogue which takes place between two ways of being new in reference to culture, both serving as a renewal of the latter. Furthermore, the notion of the repuerescentia allows us to capture the peculiar doi: 10.47925/2015.363 historicity of this dialogue because, on the one hand, it is not merely the encounter between rational minds (as in the modern model depicted by Gauchet, insofar as it was against tradition) nor, on the other, is it the mere introduction of someone situated at a lower level of a developmental trajectory into the upper levels (the tradition pole of the aforementioned model).…”

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confidence: 99%

“Absolute Modernity” or “the Fragments and the Ruins” of Culture: The School in the Time of the Detraditionalization

Oliverio¹

2015

pesf

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Education: thE nEw and thE up-to-datE In a speech given in Barcelona, "La escuela, el invento más fatídico de la historia" ("The school, the most fateful invention in history"), the German philosopher Peter Sloterdijk highlighted how at the same time as they invented the school and discovered pedagogy, the Greeks became aware "that the older and the younger generation cannot understand each other. School has something to do with this." 1 Indeed, school should be construed as that device which endeavors to counter the process of dis-continuation (that is, of a break in the continuity) due to generational passage: "since Socrates and Plato there have been from 60 to 80 generational changes. In each generational change the whole process could be destroyed and, actually, this has happened in different occasions, and the need for a laborious restoration of it has, accordingly, obtained. This process has kept a semblance of continuity. But actually there is no continuity." 2The permanent risk of dis-continuity will turn into "an open break of continuity" in the twentieth century because there is "a very modern cult, based upon the rejection to continue to do things as they have been done up to the current date." 3 This approach leads Sloterdijk to contrast dis-continuity with tradition, the latter occurring "when educators are so strong that they are able to cause an educational Stockholm syndrome in [the] terrible children. These children, therefore, end up identifying themselves with their teachers and fathers and take on their arguments. This is the tradition." 4 I have gerrymandered these quotations, which are included in a grander narrative about the enfants terribles, that is, those who balk at the burden of continuity and of tradition and who are the real protagonists of Western history, after the French Revolution and the epic deeds of Napoleon, which have constituted a major and unbridgeable hiatus. 5 In consequence of the latter, "all generations … run the risk of perilous and harmful mutations to an incomparably wider extent than their forebears." 6 We could interpret these remarks also as the diagnosis of a radicalization of a phenomenon, which Georg Simmel was ready to spot as early as 1918, when he noticed that the "usual" conflict of the culture was becoming increasingly serious. 7 Indeed, in Simmel's view, the fact that the creative life cannot but become embodied in (cultural) forms, which are, though, immediately experienced as inadequate by life itself in its incessant creativity, is intrinsic in the dynamics of culture, so that culture and life are doomed to engage in incessant strife. But this dynamic was attaining a new level, Simmel highlighted, insofar as the modern wo/man did not have to come to terms only with the struggle between the old cultural forms becoming lifeless and the new, emerging forms filled by the creative life, but, rather, in that they had to face an unprecedented situation, namely that the principle of form itself was under

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L’école au point critique

Cited by 3 publications

References 0 publications

La crise de l’enseignement en France. Essai de conceptualisation à partir des travaux de Denis Kambouchner

La crise de l’enseignement en France. Essai de conceptualisation à partir des travaux de Denis Kambouchner

A Rare Case of Angio-Behcet Revealed by Hemoptysis of Great Abundance

“Absolute Modernity” or “the Fragments and the Ruins” of Culture: The School in the Time of the Detraditionalization

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