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An in-depth study on the functioning of schools in the Democratic Republic of Congo reveals a certain indiscipline to varying degrees to such an extent that this situation negatively influences the teaching-learning process. In this study, we aim to identify the factors undermining the education authority in a school learning situation in schools in the Democratic Republic of Congo. This paper leads to some concrete proposals for improving the teaching- learning process by re-establishing the educational authority, particularly the viable relation between teacher and pupil. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to address authority in educational relations by focusing on the specific vulnerabilities to which one who successfully occupies the position of authority in the contemporary democratic context is exposed. The purpose, from a philosophical point of view, is articulated around a broad acceptation of the concept of benevolence and in permanent resonance with the dual challenge of individual autonomy and the autonomous functioning of collectives, which seems to be that of the society of individuals. It is a question of showing that to be able to sustainably show kindness towards the other in the occupation of a place of authority passes by a form of benevolence applied to oneself. [ABSTRACT FROM AUTHOR]

Persuading the interlocutor to do something is what the addressee has in mind. This process depends on the relations between the speakers. Out of many acts of language performed by the imperative (to order, to advise, to ask, to menace) we shall point out the ones which express the addressee's authority. In this paper, we want to identify the linguistic means which make these acts possible. We shall insist upon the use of the verbal imperative from which renders the dominant / dominated relation in most of the cases. In order to emphasize the complexity of such a phenomenon, we shall mention certain linguistic elements having imperative value. These elements reinforce the addressee's authority in front of the interlocutor. We have chosen examples from Jean de La Fontaine's Fables because in his lines we have detected various aspects showing both exerting the power and imposing the addressee's will. [ABSTRACT FROM AUTHOR]

This choice may seem paradoxical for a character who is at the same time a man of power and a lover. Based on seventeenth century sources and contemporary stage productions, this paper studies Nero's paradoxical, showing how it allows questioning the definition of the masculine and its association with the traditional attributes of authority and power in Western society [ABSTRACT FROM AUTHOR]