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In Quebec, geopolitics has not given rise, as a research field, to lively epistemological debates as was the case in France and elsewhere. At the crossroads of the French and Anglo‐Saxon schools of thought, Quebec's geopolitics developed progressively, with a few pioneers in the 1960s, to become an integral part of the geography discipline in the 1980s, driven by geopolitical issues related to the issue of Quebec within Canada. From the 2000s onwards, geopolitics diversified and became more international, becoming a commonly accepted sub‐field of research. [ABSTRACT FROM AUTHOR]

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Pengabdian kepada masyarakat ini bertujuan untuk memberikan sosialisasi tentang Debat Bahasa Inggris yang sering kali dianggap sulit tidak hanya oleh para siswa tetapi juga bagi para guru. Hal ini berangkat dari permasalahan rendahnya daya saing atau rasa berkompetisi siswa Sekolah Menengah Atas tersebut dalam kompetisi Debat Bahasa Inggris yang setiap tahunnya dilaksanakan oleh Kementerian Pendidikan dan Kebudayaan. Selain itu, keterbatasan dalam penggunaan Bahasa Inggris juga menjadi masalah yang sering kali dihadapi oleh para siswa dan para guru. Tidak hanya itu, masalah lain yang juga memicu kurangnya ketertarikan siswa akan kompetisi Debat Bahasa Inggris ialah sedikitnya jumlah tenaga pengajar debat yang berkompeten khusus di Bidang tersebut. Sejatinya, debat merupakan kegiatan yang memberikan kesempatan kepada para siswa untuk dapat mengkomunikasikan ide ataupun gagasan terkait suatu permasalahan atau isu tertentu. Debat juga membuka peluang bagi para siswa untuk menggunakan kemampuan berpikir kritis yang juga akan sangat bermanfaat bagi masa depan mereka. Selain itu, dengan memiliki kemampuan berpikir kritis yang ditunjang dengan kemampuan berbahasa Inggris, para siswa nantinya dapat bersaing secara lokal dan atau Nasional melainkan secara Internasional. Adapun mitra dalam program pengabdian masyarakat ini adalah dua sekolah yang berada di kabupaten Bangka Tengah yakni SMAN 1 Koba, dan MAN Insan Cendekia. Program yang akan dilaksanakan meliputi sosialisasi pelatihan debat Bahasa Inggris dan sekaligus memberikan lokakarya bagi para siswa dan guru yang ditunjang dengan monitoring dan evaluasi yang dijalankan. Integrasi antara Program pengabdian tersebut nantinya akan meningkatkan kapasitas serta keterampilan secara mandiri Khalayak sasaran dalam mempraktikkan apa yang sudah didapatkan pada saat program berlangsung.

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Au-delà d'une question médicale, l'accompagnement des personnes en fin de vie est un sujet qui mobilise l'ensemble de nos sociétés. Si les réponses apportées dans chaque pays sont différentes, elles se construisent néanmoins toutes en écho à une représentation individuelle et collective de ce que serait une bonne mort : cet idéal que l'on espère pour soi et ses proches. Elles dépendent de l'histoire, des repères moraux et philosophiques, des attentes des concitoyens qui sont propres à chaque pays. Aussi n'est-il pas étonnant que les politiques de santé publique, que les législations soient différentes, que certains pays autorisent l'euthanasie et/ou l'assistance au suicide quand d'autres les refusent absolument. La France est aussi tout naturellement traversée par ce débat. Elle doit entendre le souhait de ses concitoyens de vouloir vivre la fin de leur vie à domicile. Elle doit répondre à l'enjeu d'une fin de vie toujours plus médicalisée en évitant qu'elle soit confiée exclusivement à des spécialistes des soins palliatifs. Elle doit renforcer la formation des professionnels pour qu'ils analysent mieux les attentes des patients, en particulier lorsqu'ils expriment un désir de mort. Elle doit surtout éviter de se réfugier dans une réponse binaire, « dépénaliser ou non l'euthanasie », avec l'illusion qu'elle viendrait couvrir la complexité des situations et qu'elle effacerait notre frayeur de la mort. Les auteurs décrivent le débat qui traverse aujourd'hui la société française. Ils décrivent les attentes, parfois ambivalentes, des patients, des familles et de la société d'une mort « sans aucune souffrance », pour ainsi dire maîtrisée, « aseptisée ». En s'appuyant sur une analyse comparée de législations étrangères, les auteurs décrivent les points de tension qui traversent le débat actuel autour d'une aide active à mourir qui pourrait prendre la forme d'une dépénalisation de l'euthanasie ou de l'assistance au suicide. Considérant que l'ouverture d'un droit à accéder à « une mort choisie » modifiera substantiellement la relation de soins, ils s'interrogent en particulier sur l'idée qu'une clause de conscience puisse ou non rassurer les soignants. More than just a medical issue, caring for people at the end of their lives is a subject involving every individual in our societies. International responses differ, as they are all based on individual and collective representations of what a good death should be, the ideal death that we would hope for ourselves and for our loved ones. They also derive from the history, from the moral and philosophical values and expectations, in one word of the culture of each particular country. So it is not surprising that public health policies and legislation differ widely, and that some countries have depenalized euthanasia and/or assisted suicide while others absolutely refuse such change. France is also deeply involved in this debate. As early as 2005, the legislators decided to ban the "unreasonable obstination" and also to consider that a treatment can be "stopped or not undertaken" when it becomes useless, disproportionate or maintains life artificially. They mandated that patients should be relieved from their pains and supported by teams trained in palliative care. At the end-of-life, the priority is no longer to prolong life but to relieve the patient and prioritize his or her wellness. Access to "deep and continuous sedation maintained until death", so that patients can sleep instead of suffering when they are nearing their death, further reinforced patients' rights in 2016. However, these new rights do not meet the wish of patients who "want to die". The debate on euthanasia or assisted suicide is presently mobilising the French society. It is testimony of the extent to which this issue affects us all in our private lives, our personal histories and our representations, with all the difficulty of agreeing on the definition of words and the use of ethical and philosophical concepts. This debate also telling much about how we articulate our relationship with the individual and the collective. Some defend the idea that asserting an individual's choice would have no collective consequences, while others stress the opposite. The decriminalisation of active assistance in dying is presented by some as "an ultimate freedom". But do we refer to the same definition of freedom? Are we totally free in our choices? A key point of disagreement concerns the role that medicine should play in this process. For some, under the guise of necessary fraternity, it should be totally present, even giving it powers never given to a single person. Conversely, the French palliative care society maintains that "giving death is not a care", and they insist that "assisted dying should be kept out of healthcare". Based on a comparative analysis of legislations in other countries, the authors describe the debate that is currently sweeping through French society. They highlight the frequent ambivalent expectations of patients and their families, of society as a whole and also of the legislator, regarding a death that would be "free of suffering", controlled and aseptic. The authors stress the importance of carefully analyzing the patient's wish to hasten death, since of all the people who ask to die when entering a palliative care hospice, less than 5% will persist in their request once their suffering is appeased. In such cases, the request reflects a willingness to control the timing and conditions of death. Against this backdrop, the authors wonder if this debate should lead to a medical response with an active involvement of healthcare professionals, or a societal response with their limited participation. In any case they conclude that it would be an utopy to believe that a law could make our anxiety about dying disappear. [ABSTRACT FROM AUTHOR]

Pencapaian hasil belajar mata pelajaran PPKn di SMKN I Pleret Bantul belum tercapai. Keaktifan dan minat belajar siswa masih rendah. Tujuan diadakan penelitian ini adalah untuk mengetahui efektifitas pembelajaran model debat dalam upaya agar keaktifan siswa serta hasil belajarnya meningkat. Sebagai penelitian tindakan kelas, penelitian ini meliputi dua siklus. Setiap siklus dimulai dengan tahap perencanaan, kemudian dilaksanakan tindakan, dan adanya pengamatan atau observasi, serta diakhiri dengan refleksi. Penelitian ini mengambil subyek siswa kelas XI TBSM A SMK N 1 Pleret Bantul tahun pelajaran 2019/2020, dengan menggunakan teknik tes dan pengamatan. Hasil penelitian menunjukkan peningkatan keaktifan siswa, dilihat dari prosentase aspek sikap dan aspek ketrampilan. Prosentase aspek sikap siswa pada siklus I sebesar 66,07% dan pada siklus II sebesar 76,62%. Prosentase aspek ketrampilan pada siklus I sebesar 69,44% dan pada siklus II sebesar 76,13%. Hasil belajar yang diperoleh siswa juga mengalami peningkatan dengan prosentase ketuntasan belajar yang dimulai dengan pra siklus sebesar 53,57%, pada siklus I diperoleh prosentase sebesar 71,43%, dan siklus II sebesar 78,57%. Kriteria keberhasilan sudah terpenuhi yaitu sebesar 75%. Penggunaan model debat dapat meningkatkan pemahaman terhadap materi pembelajaran, menambah keaktifan siswa sehingga siswa dalam proses pembelajaran, serta dapat meningkatkan hasil belajar siswa. Selain itu juga dapat meningkatkan kreatifitas guru dalam menggunakan model pembelajaran sehingga lebih menarik dan menyenangkan.

El règim de conjunció lingüística al sistema educatiu català ha estat motiu de diverses controvèrsies al llarg dels anys que permeten constatar una posició a favor i una altra en contra del model. En aquest article, identifiquem els principals arguments a favor i en contra del sistema en el debat públic i n’analitzem els fonaments normatius d’acord amb les aportacions de la teoria política sobre justícia lingüística. En darrer terme, el nostre objectiu és avaluar fins a quin punt hi ha marge per a l’apropament o la reconciliació entre els arguments de les dues posicions. El nostre argument principal és que les dues posicions, que han emprat raonaments força estables al llarg del temps amb una tendència compartida a evitar arguments explícitament d’identitat, poden tenir cert marge d’apropament. Algunes interpretacions dels valors que fonamenten els arguments d’ambdues posicions, com els ideals de tracte igual de llengües, la igualtat d’oportunitats individuals o la garantia del pluralisme, podrien sostenir un sistema lingüístic de conjunció lingüística a l’escola en què el català tingués un paper prominent, el castellà gaudís d’un reconeixement suficient i es garantís una competència igual en ambdues llengües en finalitzar el període escolar.

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The article focuses on educations to, and the conditions of their implementation, so that the capacity to problematize (Caparros-Mencacci, 2014) of learners is elicited. The perspective here is to « reposition education in its role of training towards an engaged political citizenship » (Barthes, 2017). The particular case of an education for sustainable development will be studied. It is a project carried out in the second year of secondary school on the issue of palm oil within the framework of the DAFIP/SFERE projects. Four results emerge. The first is that the teacher's knowledge of the type of educational problem and of the students' problematization process constitutes a basis for guiding the action, which could enable him or her to analyze the problem a priori, to anticipate the action, but also to guide the action. The second is that skilfully chosen mediating artefacts - for example, the trial and the debate - encourage problematizing interactions and the overcoming of initial points of view. The third is that problematization does not arise from the defense of one point of view - even if argued - against another, but when students are educated about the totality of points of view studied and when these can be integrated in order to construct a response. Here, and this is the fourth result, the teacher's capacity to exercise a questioning that pushes the students to reflect is decisive. [ABSTRACT FROM AUTHOR]

Tilburg University in The Netherlands is distinct from other Dutch universities because it is intent on character formation as an educational goal and offers general philosophy classes to support such character formation. However, these courses focus more on theoretical knowledge than on actual practical competencies and actions. Both these components can be seen as "moral education". My core argument is that moral education should be taught in philosophy classes and my aim is to offer tools as to how to teach both components. In section 2, building on Martha Nussbaum, I will place moral education in a context of different ways of learning ethics. There is more than one way of learning ethics, in which an ordering can be seen from theory to practice. Learning ethics ranges from cognitive learning, through reflection and through judgments, to moral action and moral education: - learning ethics as knowledge-oriented - learning ethics as reflection-oriented - learning ethics as moral judgement-oriented - learning ethics as competence/action-oriented. The latter ways of learning ethics receive less attention in education and these are precisely the ways Nussbaum focuses on. I will argue that moral education has two components: a cognitive and skills component, and an attitude component. For the cognitive and skills component, we discuss the task of the philosophy teacher as well as characteristics of effective philosophy lessons derived from empirical research. Thus, I reconnect moral education and philosophy. Reconnect, in the sense that here I make a (new) connection via empiricism. In section 3, I will outline the teacher's pedagogical task. Teaching scaffolds are important in guiding students through the learning process. Feedback involves the direct evaluation of students' behaviour, whereas hints entail providing clues regarding a given topic (and the deliberate withholding of a complete solution); instructing encompasses requesting a specific action or supplying information so that students understand what to do and how. Likewise, explaining involves providing information concerning how and why. Modelling encompasses demonstrating a behaviour for the purpose of imitation; questioning entails prompting students to think, or to request a specific reaction. In research on the above guiding skills, it has been found within religious and worldview lessons (where moral education also takes place) that in addition to the aforementioned scaffolds, the specific contribution of an effective teacher is to show understanding, give space, and listen. In doing so, it is ensured that learners can form their own opinions. To do this, students will need to be encouraged to think. Of course, moral education does not aim to realise, let alone impose, a unitary view in students, because moral action is always partly dependent on the individual situation and the social context. In section 4, building on John Dewey and Hannah Arendt, I will provide characteristics of effective philosophy lessons derived from empirical research. In How we think, Dewey explains what he means by the thinking that he believes should be trained in education. He defines reflective thought as "active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends". This kind of thinking corresponds to the notion of producing criticism and reflecting in my own research on doing philosophy effectively. There I argue that doing philosophy occurs in phases during a lesson. To qualify such a moment, we propose the Pearl Model. Pearls have different layers and these layers of pearls represent five philosophical activities: rationalising, analysing, testing, producing criticism, and reflecting. These activities are ordered hierarchically and conditionally. This indicates, for example, that while rationalising exists at a lower level than reflecting, reaching the level of reflection assumes that rationalising also has taken place. Therefore, the higher the level that a pearl reaches and the more layers have been achieved, the more thorough the philosophical understanding, and the more effectiveness of doing philosophy are acknowledged. Metaphorically, a pearl "shines" if the level of reflection has been reached while doing philosophy. A quantitative correspondence analysis yielded a scale that contrasts more from less effective lessons. In particular, we have found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance, i.e. guidance by the teacher and the students. Here we find the answer to Arendt's initial question whether the activity of thinking could be the condition that makes men abstain from evil-doing: from this thinking, and dialogue, conscience and the ability to judge are effected. Earlier in this paper I indicated that learning ethics ranges from learning ethics as knowledge-oriented, through learning ethics as reflectionoriented and through learning ethics as moral judgment-oriented, to learning ethics as competence/action-oriented. I arrive at the following position here: doing philosophy effectively can be classified as learning ethics as moral judgement-oriented. This is the first component of moral education, focusing on cognition and skills. In section 5, building on Pierre Hadot, I will propose the good as exercise that shapes character: doing good can be classified as learning ethics as competence/action-oriented. This is the second component of moral education, focusing on attitudes. This brings us to another dimension of philosophy, which has to do with the question whether philosophy is something theoretical or rather an attitude. Hadot shows that while Aristotle makes a distinction between theoretical and practical wisdom, this certainly does not imply a separation between the two. That is to say, theoretical wisdom is not completely separated from human life; similarly, practical wisdom is not merely and solely an application of theoretical insights to practice. Moral action and philosophy thus require action in addition to thought: an amalgamation of knowledge, insight, skills, and attitudes. In conclusion, I offer some tools that enable learning ethics in different ways. Supported by research from faculties where character formation is core business, philosophy and theology, we can work on the moral education of students. Not only will students and their teachers benefit, but also the community around the students (e.g., peers and family) and their professional practices (pastoral care, justice, defense, spiritual care, and education) will share in such achievement. [ABSTRACT FROM AUTHOR]

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Cet article propose une rétrospective des contenus des numéros thématiques de la Revue suisse des sciences de l’éducation (RSSE) portant spécifiquement sur la question des politiques éducatives, sur une période de 20 ans (2000-2020). Une analyse de contenu a été effectuée sur 15 numéros thématiques, soit 95 articles publiés dans la Revue. Afin de documenter la place des politiques éducatives dans la Revue durant les deux dernières décennies, nous avons identifié la provenance des auteur·e·s et surtout retracé l’évolution des objets traités par les contributrices et contributeurs de la Revue. Cette analyse a été guidée par cinq axes identifiés à partir des débats afférents aux politiques éducatives dans la littérature (principalement francophone) : 1) mondialisation et enquêtes internationales ; 2) réformes curriculaires ; 3) réformes de gouvernance ; 4) diversification des formes de privatisation et 5) école inclusive. Cette littérature a permis de mettre en perspective (à la fois en matière d’objets et de déplacements épistémologiques) les préoccupations présentes dans les numéros édités par la RSSE au cours des 20 dernières années dans le domaine des politiques éducatives.

Abstract: This study aims to analyze English debaters’ learning strategies in improving their debate skills. The researcher used descriptive qualitative in the form of in depth interview in which three successful English debaters were involved in this study. The result reveals that debaters habituate themselves to read a lot, watch debate videos and practice by using a wide variety of language learning strategies. Those strategies are seeking practice opportunity, using resources, overviewing materials, asking for correction, using synonym or circumlocution, self-evaluating, practicing naturalistically, taking note, summarizing, using progressive relaxation, deep breathing or meditation and cooperation with peers. Abstrak: Penelitian ini bertujuan untuk menganalisa strategi belajar para ahli debat bahasa Inggris dalam mengembangkan kemampuan debatnya. Dalam penelitian ini, peneliti menggunakan pendekatan deskriptif kualitatif dalam bentuk interview mendalam dengan melibatkan tiga ahli debat yang sukses. Hasil penelitian ini mengungkapkan bahwa para ahli debat membiasakan diri untuk banyak membaca, menonton video debat dan berlatih dengan menggunakan berbagai macam strategi pembelajaran bahasa. Strategi-strategi tersebut adalah mencari peluang untuk praktek, menggunakan sumber belajar, meninjau materi, meminta koreksi, menggunakan sinonim, mengevaluasi diri, berlatih secara natural, mencatat, meringkas, menggunakan relaksasi progresif, pernapasan dalam atau meditasi dan kerja sama dengan teman sebaya.

Le groupe Facebook PrEP’Dial est une arène semi-publique de discussion et d’échange d’informations et d’expériences sur un nouvel outil de prévention du VIH/sida, la prophylaxie pré-exposition au VIH (PrEP). PrEP’Dial a été créé par l’association AIDES en 2015, qui en anime le contenu et en cadre les interactions. Cette contribution propose d’éclairer les enjeux de l’institutionnalisation de PrEP’Dial sur la participation aux discussions. À partir d’une ethnographie inspirée de méthodes d’analyse du web, on s’attache à caractériser l’arène semi-publique qu’est PrEP’Dial et à en analyser la gestion et le fonctionnement. On montre qu’au fil du temps et des transformations de la prévention du VIH/sida, la participation au sein de PrEP’Dial évolue : le rôle de AIDES s’apparente davantage à un service de prévention, le débat se fait de plus en plus rare, laissant une place plus importante au support entre les membres du groupe.

Amb aquesta experiència es vol posar en valor el fet que la democràcia hauria de formar part dels currículums dels nostres centres, com a valor implícit per treballar des de petits. Ens preocupava molt com portar a terme i implementar aquest valor com a part d’un projecte transversal de centre. Per això, fa quatre cursos vam encetar aquest projecte per fomentar valors democràtics dins d’un context inclusiu. D’una forma senzilla i protagonitzada pels infants, treballem diverses competències transversals en les quals la democràcia i el seu valor és l’estratègia base. «Tots iguals, tots diferents» neix com una necessitat de donar resposta als reptes de l’escola: formar persones amb esperit crític, plenament democràtiques i solidàries. Es tracta de formar persones obertes a una societat diversa i enriquida per aquesta diversitat. Paraules clau: Diàleg, acords, diversitat, inclusió, debat, reflexió, coŀlaboració, compartir, consens, empatia.

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Pendant le processus de transition, Televisión española (TVE) a eu un rôle primordial en tant que principal moyen de diffusion. Dans ce travail, je me propose d’analyser l’influence des télévisions européennes à travers l’émission de télévision La clave, du journaliste José Luis Balbín, la première à promouvoir le débat contradictoire en Espagne.

Els i les alumnes es troben i es trobaran en situacions on s’ha de reflexionar i decidir sobre qüestions d’àmbit científic que afecten el seu dia a dia i al conjunt de la societat. Per tant, l’alfabetització científica en tota la seva amplitud competencial es fa indispensable per prendre decisions ben fonamentades. En aquest sentit, el treball a l’aula al voltant de controvèrsies sociocientífiques esdevé una eina molt valuosa per treballar la reflexió, l’esperit crític i una dialèctica constructiva, característica de la naturalesa de la ciència. L’adquisició d’aquestes habilitats requereix un aprenentatge cognitiva-lingüístic complex que necessita una pràctica continuada i sistematitzada a l’aula, i de forma integrada amb l’aprenentatge de continguts. A partir d’una recerca-acció a l’aula en què s’implementava una seqüència sistematitzada i focalitzada a treballar les habilitats argumentatives en ciències, es va observar com l’eina del debat virtual sobre el fòrum de Moodle permetia a alguns alumnes participar i presentar un nivell d’argumentació més complex que en el debat oral o en un informe escrit. Això fa pensar que l’exercici de debat escrit virtual i anacrònic pot representar una eina didàctica interessant a l’hora de sistematitzar l’aprenentatge en la diversitat de l’alumnat, guiar-los en nous formats de debat, i permetent la participació en activitats del grup classe a alumnes que s’han d’absentar de l’aula.

Abstract: Before practicing to debate, a debater needs to have good critical listening skill to understand the content of the debate. By listening critically to the content of the debate, debater is expected to have the right point of view and also to think critically about other arguments. In critical listening of debate, listeners think actively from oral information in debate. The critical listeners must have a logical, reasonable, and not misguided way of thinking through a valid reasoning skill so that critical listening process can be done well. The result of this research shows there is a significant correlation between reasoning skill and critical listening of debate. If reasoning skill is high, critical listening skill of debate is high. If reasoning skill is low, critical listening skill of debate is low. Abstrak: Sebelum berlatih berdebat, seorang pendebat harus memiliki keterampilan menyimak kritis yang baik untuk memahami isi debat. Dengan menyimak secara kritis isi debat, seorang yang berdebat diharapkan memiliki sudut pandang yang tepat dan juga berpikir kritis tentang argumen pihak lain. Dalam menyimak kritis debat, penyimak berpikir secara aktif dari informasi lisan dalam debat. Penyimak yang kritis harus memiliki cara berpikir logis, masuk akal, dan tidak sesat melalui kemampuan bernalar yang valid sehingga proses menyimak kritis debat dapat dilakukan dengan baik. Hasil penelitian ini menunjukkan terdapat korelasi positif yang signifikan antara kemampuan bernalar dengan kemampuan menyimak kritis debat. Jika kemampuan bernalar tinggi, kemampuan menyimak kritis debat tinggi. Jika kemampuan bernalar rendah, kemampuan menyimak kritis debat rendah.

L'avenir de la psychiatrie préoccupe périodiquement la profession autour d'une quête identitaire, teintée de valeurs humaines comme l'éthique, qui seraient plus ou moins bien défendues par telle approche ou tel référentiel. En toile de fond, surgit alors le sentiment de menace face à son évolution à la faveur des neurosciences et de sa (re)dissolution au sein d'une neuropsychiatrie (trop) médicale. Cette discipline vertement abolie dans les suites des événements de Mai 68, à l'occasion du remaniement des études médicales, semble en effet plus vivace que jamais. Nous verrons que la conception de la même nature des troubles, entre neurogenèse et psychogenèse, est au cœur de cette problématique qui fait rage, et depuis longtemps. Mais si craintes et débats s'exposent volontiers dans la presse, sans doute trop peu de messages d'espoir et de réconciliation entre neurologie et psychiatrie trouvent leur place. À la lumière de cette histoire, l'objet de ce propos sera ainsi de défendre l'intérêt d'une approche intégrative en (neuro ?)psychiatrie qui ne sacrifierait ni les savoirs scientifiques ni la dynamique de la vérité subjective à l'accomplissement de notre art. The future of psychiatry is a regular concern for the profession. This quest for identity, often tinged with references to human values, such as ethics, aims to defend such an approach against such a reference system. In the background, the scientific evolution of psychiatry in favor of neuroscience emerges as a sense of threat. The fear would then be a dissolution of psychiatry within (too) medicalized neuropsychiatry. Indeed, this discipline, though abolished during the reworking of medical studies, following the events of May 68 in France, seems more alive than ever. We will see that the conception of the nature of disorders, between neurogenesis and psychogenesis, is at the heart of this problem, and has been raging for a long time. But if fears and debates are willingly exposed in the press, few messages of hope and reconciliation between neurology and psychiatry find their place. This will be the object of our reflection, which aims to defend the interest of an integrative approach in (neuro?) psychiatry without sacrificing scientific knowledge or the dynamics of subjective truth to the achievement of our art. [ABSTRACT FROM AUTHOR]

The „Doparie” is a proposal, a method indeed, for participatory democracy in a context of a representative democracy. The awareness, that the policy, which has long been considered unreliable by the civil society, has been the assumption for a search of an organic participation. This has been developed through a scientific survey conducted by the National Research Council that examines the relationship between „emotion and participation”, using also the studies of prof. B. Frey on „Economics and Happiness”. The goal is to create a public opinion structured within the parties that may have an influence, through a deliberative debate on the partisan choices.

Dans cet article, je partage les stratégies pédagogiques adoptées dans un nouveau cours universitaire sur la chanson et la poésie de langue française (3e année). Plus spécifiquement, je décris un module de ce cours consacré au thème du choix de langue - anglais ou français? -- dans le domaine de la musique populaire. Cette question est d'une grande actualité car beaucoup d'artistes francophones contemporains font le choix de composer leurs chansons et de se produire uniquement en anglais. D'autres, comme les membres du groupe acadien Radio Radio, ou le groupe montréalais, Loud Lary Ajust, mettent en musique une diglossie jouissive et sans complexe. Il faut dire que ce phénomène de code-switching embête les bailleurs de fonds (et de prix) dont le mandat est de soutenir et de reconnaitre la musique francophone. Il s'agit donc d'un sujet en or pour discuter de l'espace culturel francophone, de la liberté d'expression des artistes, des pouvoirs du marché et du rôle des auteurs-compositeurs-interprètes, souvent vus comme les poètes de la jeune génération. L'article expose les étapes d'une séquence pédagogique qui se résument ainsi: 1. Description du cours 2. Objectifs de la séquence sur le débat 3. Choix de chansons 4. Découverte des chansons 5. Présentation et analyse des documents de presse sur les controverses 6. Préparation du débat et distribution des rôles 7. Déroulement du débat. Le deuxième volet consistera à offrir des observations sur le déroulement de la séquence ainsi qu'une réflexion sur le contenu culturel du module. Ce volet se termine par un bilan de la séquence et un retour à la question de l'authentique en didactique.

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