L'evolution creatrice

Bergson, Henri

doi:10.5962/bhl.title.30890

Cited by 251 publications

(310 citation statements)

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“…The 'time quantum' in physiology ( Von Baer 1876), the 'specious present' in psychology (Clay 1882;James 1890) and the 'cinematographic hypothesis' in philosophy (Bergson 1888(Bergson , 1909 are contemporary notions in which the 'river metaphor of time' vanishes and which initiate a novel approach consisting in determining the unit(s) of time perception (Mabbott 1951;Stroud 1955;White 1963;Blumenthal 1977). To date, the lack of distinction between content and format has prevented to resolve this question.…”

Section: Two-way Non-identity Problemmentioning

confidence: 99%

Minding time in an amodal representational space

Wassenhove

2009

Phil. Trans. R. Soc. B

155

111

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How long did it take you to read this sentence? Chances are your response is a ball park estimate and its value depends on how fast you have scanned the text, how prepared you have been for this question, perhaps your mood or how much attention you have paid to these words. Time perception is here addressed in three sections. The first section summarizes theoretical difficulties in time perception research, specifically those pertaining to the representation of time and temporal processing. The second section reviews non-exhaustively temporal effects in multisensory perception. Sensory modalities interact in temporal judgement tasks, suggesting that (i) at some level of sensory analysis, the temporal properties across senses can be integrated in building a time percept and (ii) the representational format across senses is compatible for establishing such a percept. In the last section, a two-step analysis of temporal properties is sketched out. In the first step, it is proposed that temporal properties are automatically encoded at early stages of sensory analysis, thus providing the raw material for the building of a time percept; in the second step, time representations become available to perception through attentional gating of the raw temporal representations and via re-encoding into abstract representations.

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Section: Two-way Non-identity Problemmentioning

confidence: 99%

Minding time in an amodal representational space

Wassenhove

2009

Phil. Trans. R. Soc. B

155

111

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“…L'empathie est un concept polysémique tantôt défini comme un éprouvé de l'affectivité d'autrui (Lipps, 1903) [4], comme un processus cognitif à l'égard des intentions de l'autre (Berthoz, 2004) [5], présentant des dimensions affective et cognitive (Eisenberg et Eggum, 2009) [6], ou encore conçu selon ses finalités auto ou allo-centrées (Bergson, 1959) [7]. Lorsque lui sont attribués des principes éthiques, elle est tantôt associée aux termes d'altruisme (Rifkin, 2011) [8], de compassion (Decety, 2010) [9], de pitié, de sympathie (Preston et de Wall, 2002) [10].…”

Section: Cadre Théoriqueunclassified

L’apprentissage du bien-être animal chez de futures professionnels animaliers : des éthiques animals malmenées

Vidal

Simonneaux²

2015

SHS Web of Conferences

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Résumé. Les débats dont le bien-être animal est l'objet entre chercheurs, professionnels et associations en font une question socialement vive scientifico-éthique. Ils en interrogent l'éducabilité alors que cette notion est prise en compte dans les curricula de l'enseignement agricole. Envisageant son enseignement au travers d'une éducation à l'empathie interspécifique, nous questionnons les facteurs susceptibles de l'influencer. Nous nous fondons sur le discours de sept élèves en baccalauréat professionnel relevant de l'élevage d'animaux de production ou d'animaux de compagnie durant deux années de formation. Six élèves, quelle que soit leur filière de formation, souhaitent créer une relation affective sans nécessairement développer une attitude empathique durant la formation. Parmi les facteurs responsables, nous distinguons (1) un manque de confiance en soi de l'élève, (2) des motivations égocentrées primant sur des motivations zoocentrées, (3) la loyauté et les habitudes acquises à l'égard des pratiques parentales, (4) la conformation aux pratiques et idéologies dominantes du monde professionnel, (5) des facteurs associés aux situations d'enseignement (savoirs et pratiques de référence qui font autorité, valeurs de conformité primant sur des valeurs éthiques, dissociation de la dimension relationnelle et productive de l'élevage, jugements négatifs portés par l'enseignant et les élèves originaires du monde agricole). Ces facteurs généreraient des mécanismes de défense chez l'élève nuisibles au développement d'un raisonnement affectivo-éthique critique. Animal welfare education for future animal professionals : abused animal ethicsAbstract. The debates which animal welfare is the subject among researchers, professionals and associations make it a scientific and ethic socially acute question. They wonder trainability while this notion is integrated in the curricula of agricultural education. Considering its teaching through an education for interspecies empathy, we question the factors that may adversely. We rely on the speech of seven students during two years of training in professional bachelors under the animal production or breeding of pet animals. Six students, regardless of the curriculum, want to create an emotional 1 Auteur de correspondance : michel.vidal99@educagri.fr

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“…os esforços para trazer a tona uma concepção do mundo baseada em forças e devires, como tentou fazer nietzsche, também indicam elementos em que o mundo é pensado não em termos de personagens, mas antes em termos de atores e suas performances. 8 Ao longo do século XX e, sobretudo, na virada para o século XXi podemos encontrar elementos que apontam para uma metafísica de tramas, em trabalhos como os de Whitehead (1929), Bergson (1907Bergson ( /2007, Souriau (1943Souriau ( /2009, Deleuze e Guattari (1980/2007, Latour (1987), Cantwell Smith (1996, kit Fine (2005) e em geral em torno dos debates recentes acerca do realismo especulativo (Harman 2009, por exemplo). tMt, de certa maneira, explicita o que parece estar em questão em todos estes esforços.…”

Section: A Metafísica De Tramas: Planos Improvisos E Implementaçõesunclassified

Por uma metafísica de tramas: o mundo sem arché

Bensusan

Cardoso²

2012

Kriterion

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L'evolution creatrice

Cited by 251 publications

References 0 publications

Minding time in an amodal representational space

Minding time in an amodal representational space

L’apprentissage du bien-être animal chez de futures professionnels animaliers : des éthiques animals malmenées

Por uma metafísica de tramas: o mundo sem arché

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