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L’objectif de l’article est de fournir un apercu des grandes questions et des principales orientations de la methodologie economique. Le fil directeur en est donne par le probleme de Mill generalise : l’economie obeit-elle aux canons methodologiques d’une science empirique ? L’etude est organisee en deux parties principales. La premiere presente et discute les theses classiques de J-S. Mill et de ses heritiers contemporains (Hausman, Cartwright). La seconde aborde les conceptions que l’on peut rapprocher du neo-positivisme et de l’empirisme logique. Nous concluons en identifiant les points de convergence, les lacunes et les tendances des recherches actuelles.

In this article I reconstruct the philosophical conditions for the emergence of the notion of counter-conduct within the framework of Michel Foucault’s study of governmentality, and I explore the reasons for its disappearance after 1978. In particular, I argue that the concept of conduct becomes crucial for Foucault in order to redefine governmental power relations as specific ways to conduct the conduct of individuals: it is initially within this context that, in Security, Territory, Population, he rethinks the problem of resistance in terms of counter-conduct. However, a few months later, in What is Critique?, Foucault (implicitly) replaces the notion of counter-conduct with that of critical attitude, defined as the particular form that counter-conduct takes in modern times. This notion allows him to highlight the role played by the will (to be or not to be governed like that) in resistance to governmental strategies. But since the notion of counter-conduct is conceptually wider than that of critical attitude, I suggest in conclusion that it could be worth reactivating it as a “historical category which, in various forms and with diverse objectives, runs through the whole of Western history.”

This article examines the spatial, and especially scalar, dimension of feminism in a contemporary French anarchist organisation. This perspective is contextualised by a reminder of the role of feminism in the political history of anarchism and of the role of the spatial dimention through the question of anarchist federalism. The empirical study is based on research conducted through participant observation within the organisation Alternative Libertaire between 2006 and 2012. The problem to be addressed is the question of whether anarchist women succeed as well as they claim in bringing into question, in their promotion of feminism both inside the organisation and outside, the centrality of Paris in favour of an anarchist federalism. For this reason two scales or levels are studied: the national level and the local level of the city. The city of Paris is treated as both the national capital and as a locality.

In this paper, I offer an overview of the ways in which Foucault defines and uses the concept of 'regime of truth' in his works between 1975 and 1980, focusing especially on his lectures at the Collège de France On the Government of the Living. There, I argue, a substantial shift takes place, which corresponds to the emergence of the dimension of subjectivity at the heart of the concept of regime of truth itself. This shift bears witness to Foucault's elaboration of a new critical project, namely that of a genealogy of our contemporary regime of truth 'indexed to subjectivity'.

To highlight a filiation between the ideas discussed by the "cyberneticists" and the problems of cognitive sciences, Dupuy defends a mutual thesis: the true justificable and authentic descent of cybernetics are cognitive sciences. The article clarifies this mutual thesis and the processes by which Dupuy tries to build a representation of cybernetics as the project of cognitive sciences. He characterizes cybernetics by three points: its fields would be cognition, its methodology the modelling with neuronal networks, and its epistemological aim physicalism. These three aspects are connected with Warren McCulloch's project, which Dupuy sets to Norbert Wiener. My criticism is based on the contradictions of Dupuy's work, but also of the origin myth built by selecting specific historical facts., Visant à mettre en évidence une filiation entre les idées discutées par les « cybernéticiens » aux conférences Macy et les problématiques des sciences cognitives, Dupuy défend aussi une thèse réciproque : la « vraie » descendance légitime et authentique de la cybernétique, ce sont les sciences cognitives (plus précisément le courant connexionniste). L'article explicite cette thèse réciproque et les procédés par lesquels Dupuy essaye de construire une représentation de la cybernétique comme science cognitive en projet, à titre d'interprétation exclusive et de jugement de valeur sur son histoire. Dupuy caractérise la cybernétique par trois traits : son domaine serait la cognition, sa méthodologie la modélisation en réseaux de neurones, et sa visée épistémologique le physicalisme. Ces trois aspects sont liés au projet de Warren McCulloch, que Dupuy oppose à Norbert Wiener en essayant de marginaliser l'importance et les idées ce dernier. Ma critique se base sur une mise en évidence à la fois des contradictions internes à la démarche de Dupuy, mais aussi de la sélection des faits historiques opérée par sa mise en récit à fins de construction d'un mythe fondateur.

Questo articolo cerca di mettere in luce la portata esplicitamente politica e il valore ancora attuale della riflessione dell’«ultimo» Michel Foucault. Attraverso l’analisi del ruolo che la verità gioca nelle tecniche del sé pagane e cristiane, a una verità che siamo chiamati a scoprire in noi stessi al fine di rifiutarla (cristianesimo) o di aderirvi perfettamente (etiche dell’autenticità) sarà contrapposta una verità intesa come una forza di trasformazione del logos in ethos, del discorso in modo di vivere., Nóema, No 4-1 (2013): Places and Figures of the Subject

[ES] El propósito de la investigación ¿Para qué se lee y se escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país fue caracterizar las prácticas de lectura y escritura dominantes en la universidad colombiana. Se trató de un estudio descriptivo e interpretativo basado en datos de naturaleza cuantitativa y cualitativa. Se estudiaron 17 universidades. Se analizaron cinco fuentes: a) encuesta a estudiantes; b) programas de los cursos que las universidades ofrecen como apoyo para los procesos de lectura y escritura; c) documentos de política institucional; d) grupos de discusión de estudiantes, docentes e investigadores; y e) 17 estudios de casos de prácticas destacadas. Los resultados generales señalan que las universidades sí se ocupan de fortalecer los procesos de lectura y escritura académica, principalmente desde la oferta de cursos de lectura y escritura como competencias genéricas, mas no como prácticas epistémicas y disciplinares específicas. Los apuntes de clases son el texto más leído y escrito en la mayoría de las carreras, lo cual indica que para los estudiantes esa particular forma de apropiación del saber que la universidad distribuye es una prioridad, más que su uso en prácticas académicas y campos de aplicación. En el análisis de prácticas destacadas se encuentra que para estos docentes, leer y escribir son más efectos y condiciones de una postura sobre el conocimiento, que fines en sí mismos. En este artículo se presenta un resumen de la investigación más una selección y discusión de algunos resultados claves., [EN] The purpose of the research What is read and written in Colombian university? A contribution to the consolidation of the academic culture of the country was to characterize the literacy practices prevailing in Colombian university. It was a descriptive and interpretive study based on quantitative and qualitative data. We studied 17 universities. Five sources were analyzed: a) survey to students; b) courses that universities offer to support reading and writing processes, c) institutional policy documents, d) focus groups of students, teachers and researchers; e) 17 case studies of outstanding practices. The overall results indicate that universities do dedicate to strengthening the processes of academic reading and writing, mainly offering literacy courses as generic skills, but not as specific disciplinary epistemic practices. The class notes are the most read and written text in most careers, indicating that for students that particular form of appropriation of knowledge which distributes college is a priority, rather than its use in academic and practical fields application. The analysis of outstanding practices shows that for these teachers, reading and writing are more effects and conditions of a position on knowledge than ends in themselves. This article is a summary of the research and a selection and discussion of some key results