À partir du contexte actuel de polycentrisme culturel et religieux, cet article explore la relation entre les catégories d’« inculturation » et de « contextualisation » du christianisme. Les raisons d’une certaine polarité entre eux seront brièvement analysées, en considérant leurs valeurs et leurs limites, et en soulignant la nécessité d’étendre ces paradigmes désormais classiques vers l’horizon d’une « inculturation interculturelle » et une « contextualisation intercontextuelle ». Dans la réflexion théologique contemporaine, il est également crucial de considérer (...) leur dialogue dans des perspectives à la fois synchroniques et diachroniques. En effet, outre le contexte pluriel du présent, dans le travail d’inculturation et de contextualisation il est également nécessaire de considérer le contexte du passé formé par une tradition plurielle, afin de vérifier son rôle dans le présent et l’avenir du christianisme. La question se pose alors de savoir si l’histoire ancienne est une partie essentielle et permanente d’un christianisme culturellement polycentrique. (shrink)

I propose a contextualised conception of proportionality, which requires bringing the concrete context of answering/raising a particular causal inference question into the picture when assessing proportionality. So, the new formula is this: a cause-variable C is proportional to an effect-variable E relative to a given context T. This conception is bolstered by a brief exposition of recent scientific practice in causal feature learning. Moreover, it gets further support by showing how it readily and elegantly resolves a threat posed by Franklin-Hall (...) (2016. “High-Level Explanation and the Interventionist’s ‘Variables Problem’.” The British Journal for the Philosophy of Science 67 (2): 553–577). Finally, I discuss why my approach fares much better than some others. (shrink)

Church music commonly used in worship services in Indonesia tends to follow musical traditions originating from outside the local culture, particularly Western traditions. As part of society, churches have generally not made significant contributions towards contextualisation through the use of traditional music. This study employs qualitative data using a cultural and church music approach. The Gereja Kalimantan Evangelis (GKE) [Evangelical Church of Kalimantan] was chosen as the research site because it is one of the dominant Protestant churches in Central (...) Kalimantan and has actively contributed to contextualising church music through the integration of karungut, a traditional form of orally transmitted music that functions as a cultural identity marker for the Dayak Ngaju people. Karungut rohani refers to karungut compositions specifically adapted for use in worship, intended to support and strengthen the faith of congregants. Its transformation into church music requires intentional lyric composition aligned with Christian theology, a serious performance attitude, and motivations focused on glorifying God rather than self. The process of contextualising karungut rohani in worship involves three primary groups: church leaders or pastors as policy-makers, karungut rohani artists as cultural agents and the congregation as listeners and participants. Contribution: The novelty of this study lies in the discovery of the concept, application and form of karungut rohani as church music. The contribution of this research is to serve as a reference for the contextualisation of church music and to encourage church communities to integrate traditional music with church music in worship services, so that the congregation can experience worship more deeply and meaningfully within their own cultural context. The contextualisation of worship through karungut rohani is expected to serve as a new concept or model for the development of church music and liturgy using traditional musical forms. (shrink)

Décrire adéquatement la signification d’un terme, ou d’un énoncé, suppose souvent de faire appel au co-texte ou au contexte. Le linguiste doit alors recourir à des corpus authentiques et proposer des procédures de contextualisation. Une telle démarche, que l’on peut à bon droit qualifier d’étique, est loin d’être suffisante. Elle ne tient pas compte des stratégies de contextualisation et de recontextualisation des discours par les locuteurs eux-mêmes, sans aucun doute liées à l’existence d’une compétence métalinguistique et métapragmatique. La (...) contextualisation est donc aussi un problème émique. Dans le cadre d’une enquête ethnographique au sein d’une troupe de théâtre, incluant l’observation et l’enregistrement audiovisuel des différentes activités des comédiens, on s’est intéressé aux phases de travail théâtral – lecture à la table et répétitions – pendant lesquelles les participants se confrontent à des textes qui leur posent des difficultés d’interprétation. Face à des énoncés dont la signification ne fait pas nécessairement problème, mais dont le sens en contexte peut sembler problématique, les comédiens et les metteurs en scène sont amenés à devoir recontextualiser. Nous étudierons ces pratiques de contextualisation, leur émergence – soit parce que les participants l’exigent, soit parce que les locuteurs eux-mêmes en éprouvent la nécessité pour parvenir à une pertinence communicative plus forte – en en soulignant la dimension collective. (shrink)

The book develops and synthesises two main ideas: contextualism about knowledge ascriptions and a knowledge-first approach to epistemology. The theme of the book is that these two ideas fit together much better than it's widely thought they do. Not only are they not competitors: they each have something important to offer the other.

In recent years, a number of philosophers have attempted to fix paradoxes of the counterfactual account of causation by making causation contrastive. In this framework, causation is understood to be not a two-place relationship between a cause and an effect but a three or four-place relationship between a cause, an effect and a contrast on the side of the cause, the effect or both. I argue that contrasting helps resolving certain paradoxes only if an account of admissibility of the chosen (...) set of contrasts is given. I show by means of numerous examples that it is contextual features that determine admissibility. This way, context becomes part of the semantics of causation. I finally argue that once contextualised, explicit contrasting is redundant: causation is therefore a three-place relationship between a cause, an effect and a context. (shrink)

Mauro Basaure Cet article cherche à innover dans le cadre de la controverse sur le musée de la Mémoire et des Droits de l’homme du Chili : devrait-il ou non intégrer dans sa muséographie la période antérieure au 11 septembre 1973, c’est-à-dire le contexte du coup d’État? Je défends la thèse selon laquelle le MMDH peut intégrer une dimension contextuelle sans trahir sa mission, sa vision et sa fonction, tant qu’il répond à une approche de la notion de contexte-sans-causalité. Selon (...) moi, le grand problème de la critique venant de la droite politique – qui accuse le musée de ne pas remplir sa mission pédagogique, car il décontextualise le coup d’État – est que cette critique répond à une vision causale de la notion de contexte, ce qui la conduit à des contradictions insurmontables. Si, grâce à une muséographie bien réfléchie, le concept de contextualisation non causale était mis en oeuvre avec succès, ceci n’engendrerait pas une contradiction au sein du musée mais pourrait même le favoriser. La conviction que le coup d’État et ses atrocités n’ont ni causes ni antécédents et ne peuvent en avoir renforce la mission pédagogique du MMDH. (shrink)

Notre travail s’inscrit dans les ancrages théoriques de l’ethnométhodologie et de l’analyse conversationnelle. Notre intérêt est avant tout d’analyser les pratiques interactionnelles entre joueurs en situation de jeux vidéo ; et d’autre part, de comparer différents jeux sur le plan de leur organisation interactionnelle ainsi que leur structure séquentielle et multimodale. Á partir des pratiques de joueurs, nous questionnons les problèmes et contraintes rencontrés, d’une part lors des analyses de ces données en situation de jeux vidéo, et d’autre part lors (...) de présentations académiques de nos recherches. Une étude en cours, sur les séquences d’encouragement et d’instruction dans les interactions entre joueurs, nous permet de montrer qu’il est indispensable de contextualiser le type de jeu joué, ses règles, ses options spécifiques parfois, les relations entre les joueurs, les rôles de chacun à l’instant de l’extrait, et aussi les actions en cours dans l’univers du jeu lui-même qui donneraient du sens à l’analyse. Ces contextualisations et prises en compte des ressources multimodales permettent d’expliquer et de décrire plus clairement et objectivement le phénomène linguistique, l’action ou encore la problématique analysée. (shrink)

There is an increasing emphasis internationally on better understanding the links between inequalities and processes within school systems. In England there has been a particular focus on rates of school exclusion because the national data has consistently highlighted troubling patterns of over-representation. This paper argues that a move away from recorded exclusion to other forms of sanction and provision makes more contextualised readings of these data key to better understanding their association with inequalities. It also explores the challenges faced by (...) key stakeholders working to reduce inequalities within an increasingly marketised system. It concludes that embedding consistent good practice across the system remains a critical challenge. (shrink)

La pratique du copier-coller chez les étudiant.e.s est assimilée à du plagiat et la réponse apportée par l’institution se résume à « surveiller et punir ». Cette pratique mérite cependant d’être interrogée dans le cadre des littératies universitaires par rapport à la nécessaire prise en compte des littératies numériques. Le fait qu’elle soit conçue comme une « méconduite » d’un point de vue déontologique est à comprendre par rapport à un cadre normatif qui en appelle à l’honnêteté académique et institue (...) l’auteur et les sources comme des composantes essentielles des écrits de savoirs, sans guère en expliciter les enjeux. Comment penser le copier-coller et qu’en faire? En quoi peut-on passer de l’inacceptable au didactisable, et que prendre en compte? Dans la perspective d’une réflexivité critique dans le champ des littératies universitaires, nous proposons des éléments de contextualisation qui permettent de problématiser le copier-coller, en tant que geste d’écriture, en tant qu’objet de débats, et de manière à mieux outiller les étudiant.e.s face aux attentes universitaires et en termes de compétences littéraciques en général. Nous nous intéressons à la réception du copier-coller, à l’énonciation par copier-coller et aux confusions qui entourent les attentes à l’égard des écrits des étudiant.e.s. Le contexte est compris comme un cadre interprétatif qui sert à construire un objet didactique en tant que tel. (shrink)

For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts. Their views are supported by various steering documents, but the wording of these documents leaves room for differing interpretations, which has resulted in multiple understandings of what concrete adjustments should be implemented in the teaching. (...) The overarching aim of this article is to analyse the differing views of how to adapt the teaching in Sami confirmation courses so as to better fit the Sami contexts. In particular, I examine whether these different views can be traced to differing understandings of what contextualising Religious Education entails. Ten interviews with people involved in teaching or organising the courses were analysed, along with archival material, using qualitative content analysis and theories regarding contextual theology, religious education and indigenous education. To capture these different theoretical perspectives, I suggest the concept of contextualised religious education and three central analytical questions: (1) ‘who is the teacher?’, (2) ‘how is the teaching organised?’ and (3) ‘what is the content of the teaching?’ My in-depth analysis of the interviews and archival material, the sorting of the different views voiced in this material (based on the three questions above), together with inspiration from models of contextual theology, resulted in three new categories: dialogical contextual religious education, context-driven contextual religious education and faith-driven contextual religious education. (shrink)

The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The conceptual (...) model here developed follows in the tradition of Anthony Giddens’ (1987) theory of structuration and is complemented by the ecological model of human development advanced by Bronfenbrenner (1986). La notion de « situation professionnelle », telle que nous proposons de la visiter, suppose de questionner, dans un même mouvement, la place des contextes et le rôle des acteurs au sein des situations d’enseignement-apprentissage. Il s’agit pour nous d’interroger la contextualisation de la démarche d’enseignement engagée au regard des publics accueillis et des conditions d’exercice de la profession d’enseignant. Définir la contextualisation comme « un art de faire » qui relève d’une compétence professionnelle suppose alors de poser la légitimité du/des « contexte(s) » comme vecteur(s) explicatif(s). Le modèle conceptuel développé s’inscrit dans la lignée de la théorie de la structuration d’Anthony Giddens (1987). Il est complété par le modèle écologique du développement humain proposé par Bronfenbrenner (1986). (shrink)

I propose a contextualized conception of proportionality, which requires bringing the concrete context of answering/raising a particular causal inference question into the picture when assessing proportionality. So, the new formula is this: a cause-variable C is proportional to an effect-variable E relative to a given context T. This conception is bolstered by a brief exposition of recent scientific practice in causal feature learning. Moreover, it gets further support by showing how it readily and elegantly resolves a threat posed by Franklin-Hall (...) (2016). Finally, I discuss why my approach fares much better than some others. (shrink)

Mental privacy is a growing concern as neurotechnologies and digital mental health tools collect and process sensitive brain‐related data. In South Africa, cultural and religious diversity adds complexity to protecting mental privacy, with traditional healing practices, communal decision‐making, and spiritual beliefs influencing mental health perceptions and care. This article examines the ethical, legal, and socio‐cultural challenges of mental privacy in South Africa, focusing on cognitive autonomy, informed consent, and exploitation risks. It critiques global regulatory frameworks, highlighting the limitations of the (...) EU's GDPR and the fragmented US approach in addressing culturally diverse and economically unequal contexts. The article proposes enhancements to South Africa's Protection of Personal Information Act, emphasising the need for explicit classification of neural and mental health data as sensitive categories. Additionally, it recommends culturally informed consent processes, collaboration with traditional and religious leaders, and public awareness initiatives to ensure inclusive mental privacy protections that respect cultural diversity while safeguarding individual rights. (shrink)

Context is a notion that is commonly invoked in many linguistic studies, either with very general reference or, more specifically, in the light of one of a number of research approaches which assign distinct definitions to context, ranging from factors that can be recovered from a text, through social parameters serving as an index for the appropriation of discursive performance, to factors that bring texts into being and give them meaning. This exploratory and descriptive research problematises the notion of context (...) specifically on the grounds of English/Polish translation of corporate documentation processed in company registration proceedings, touching upon factors that are presumed to be discursively relevant in this communicative situation. The study is conducted from the perspective of the sociocultural approach and it adopts the parallel corpus methodology. The author discusses the concept of context on the ground of legal communication and secondarily presents a corpus-based description of the context categories that are idiosyncratic and potentially discursively relevant for the said communicative situation in the cross-linguistic perspective. The contextual variation is tested for its capacity to affect translation performance. The results reveal specific tendencies as regards the distribution patterns in the values corresponding to the investigated context categories. They point to some divergencies in translation output caused by the source text variantivity and they pave the way and directions for further research. Already at this stage the findings may have significant pedagogical value and they constitute a solid starting point for sociolinguistic research on discourse variantivity. (shrink)

An examination of the intellectual context in which Fichte develops his ethical program in the Jena period and its immediate aftermath (1794–1800) reveals the determining presence of Leibniz, and the complex heritage of Leibnizian perfectionist thought from which Kantian, and post-Kantian, ethics seek to extricate themselves. While Kant blocks any reversion to the older, Leibnizian perfectionism, his criticisms leave open a space for a new kind of perfectionist ethic, one whose object is the promotion not of any determinate notion of (...) eudaimonia or thriving, but of the possibility of free agency itself. The aim of post-Kantian perfectionism is to sustain the conditions of free, spontaneous action. Fichte’s ethical system is one example of post-Kantian perfectionism. (shrink)

Health care is provided in many contexts—not just hospitals, clinics, and community health settings. Different institutional settings may significantly influence the design and delivery of health care and the ethical obligations and practices of health care practitioners working within them. This is particularly true in institutions that are established to constrain freedom, ensure security and authority, and restrict movement and choice. We describe the results of a qualitative study of the experiences of doctors and nurses working within two women’s prisons (...) in the state of New South Wales (NSW), Australia. Their accounts make clear how the provision and ethics of health care may be compromised by the physical design of the prison, the institutional policies and practices restricting movement of prisoners and practitioners, the focus on maintaining control and security, and the very purpose of the prison and prison system itself. The results of this study make clear the impact that context has on professional practice and illustrate the importance of sociology and anthropology to bioethics and to the development of a more nuanced account of professional ethics. (shrink)

More than a century ago, W. N. Hohfeld offered the most influential analysis of rights to date. However, his classification has rarely been received without criticism. Many of the objections to his framework stem from the longstanding debate between interest and will theories of rights. In this paper, I present an interpretation of Hohfeld's analysis that emphasises the institutional requirements necessary for it to be fully operative. I also argue that this alternative interpretation avoids the traditional objections raised within the (...) interest vs. will theory debate. Finally, I examine the scope of application of Hohfeld's classification according to my institutional interpretation and discuss the functions it can effectively perform, particularly in light of legal certainty and the demands of the rule of law. (shrink)

This article examines the contextualisation of the concept of Christ’s redemption in Pamona culture in Central Sulawesi, focussing on the practice of giwu as a restorative mechanism against social and ethical transgressions. Giwu serves to restore social balance and relationship with Pue Mpalaburu, the Creator, similar to Christ’s redemption which restores human relationship with God. This research compares the similarities and differences between the two, identifying challenges and opportunities in integrating Christian teachings with giwu practices. With a faithful and (...) global contextualisation approach, the article explores ways to translate and apply the gospel message in the local cultural context, without compromising theological integrity. Contribution: The results of this study are expected to enrich theological understanding and support the Christian mission within the Pamona community. (shrink)

This is the first instalment of a two-part paper on the counterfactual theory of causation. It is well known that this theory is ridden with counterexamples. Specifically, the following four features of the theory suffer from problems: it understands causation as a relation between events; counterfactual dependence is understood using a metric of similarity among possible worlds; it defines a non-discriminatory concept of causation; and it understands causation as transitive. A number of philosophers have recently proposed that causation is contrastive (...) because making contrasts explicit defuses counterexamples. A contrastive causal claim has the following form: C rather than C* causes E rather than E*, where C* and E* are alternative or contrast events. In this paper, I show that making contrasts explicit does indeed defuse some counterexamples. However, I also argue that the examples discussed in the literature all share a common feature, viz. that the original causal judgement is ambiguous in one way or another. Contrasting does not help with counterexamples that do not have this feature. Part II of this paper then takes up the hard cases. (shrink)

Many classical approaches in the area of phenomenological pscyhopathology focus on structures of lived experience of mental illness and overlook the role social context plays in the formation of lived experiences. The paper addresses this issue and contributes to recent research which has pointed out that there is a need for an approach to mental health which investigates the role of context in shaping lived experiences. We propose a conception of contextuality (or situatedness) which we develop in terms of two (...) main characteristics: intersectionality and social relationality of the human condition. We take context to be shaped by social interdependence and by the intersection of multiple factors including gender, race, ethnicity, class, socio-economic status and power relations. We develop this analysis in relation to substance misuse, refer to, and compare, certain case studies and perspectives from Brazil to illustrate our approach which can, however, be applied to other areas of mental health. We suggest that the proposed contextual approach is crucial for an in-depth understanding of psychopathology from a phenomenological perspective and in relation to contemporary ethico-political issues concerning social differences and inequalities in mental health. (shrink)

Desde 1994 Sudáfrica, una democracia en desarrollo, se esfuerza por mejorar la calidad de su educación. La delincuencia, la pobreza y el desempleo, entre otros males socioeconómicos, empañan la calidad de vida. Aunque la política y la economía han impulsado la política educativa y la transformación de los planes de estudio, en la práctica son simbólicas. La pedagogía del pensamiento crítico hace hincapié en la importancia de desarrollar y habilitar la conciencia crítica para una vida de calidad y una ciudadanía (...) sana. Aunque compleja por naturaleza, la pedagogía del pensamiento crítico se considera un enfoque dialógico basado en la investigación y centrado en el alumno. La contextualización de las prácticas pedagógicas del pensamiento crítico integradas en la teoría necesaria para el cambio sostenible y la transformación continua tiene que ver con la educación de calidad, especialmente en la enseñanza superior sudafricana. En consonancia con la exigencia de una educación de calidad por parte de las organizaciones no gubernamentales locales e instituciones internacionales como las Naciones Unidas, este documento pretende contextualizar la pedagogía del pensamiento crítico como un enfoque a través de la cultura de la colaboración y la investigación en la formación del profesorado sudafricano. El documento propone una inclusión explícita de la pedagogía del pensamiento crítico en la formación del profesorado en las instituciones sudafricanas de educación superior. El marco de la Filosofía para Niños de Lipman se ofrece como medio para adoptar un enfoque pedagógico basado en el contexto, la colaboración y la narración de historias, centrado en la justicia, el respeto y la dignidad, sensible a la aplicación local y universal, que podría abordar la educación de calidad. (shrink)

The present article addresses the question of whether, and to what extent, critical thinking should make attunement to current social and political landscapes central to its practice. I begin by outlining what I consider to be the basic positions in the debate about the political contextualisation of critical thinking, which are referred to as the crypto-Enlightenment and the critical pedagogical models. I argue, on the basis of various strands of research, that there is a prima facie case to be (...) made in favour of the critical pedagogical position that favours forefronting the social and political context of critical thinking and thinking in general. I then draw attention, however, to problems of coherence and justification in the critical pedagogical position, before turning, finally, to an alternative grounding of critical thinking that takes seriously the historical and social contextualisation of thinking without the coherence problems of critical pedagogy. My conclusion is that while the critical pedagogical model is right to point to the fatal incompleteness of Enlightenment-style critical thinking due to its failure to properly acknowledge the norm-saturated nature of historical consciousness, critical pedagogy itself fails to offer a coherent alternative to the problem of integrating value and rationality in a more full-blown grounding of critical thinking. I suggest that a hermeneutical model that integrates the rational, axiological and historical moments in consciousness provides a more satisfying foundation for understanding the trajectory and purpose of critical thinking. (shrink)

I discuss Extended Cognition theory in relation to Confucius’s Analects, the Mozi, and the Zhuangzi. Extendedness is treated as part of an approach that sees cognition as embodied, embedded, enacted, extended and affective. A common feature of extended cognition views is their resistance to the Cartesian split between extension and thinking and as squeezed between two other capacities that involve extension, namely perception and action. This creates the “classical sandwich”: extensive input —unextended symbolic processing —extensive output. In the Chinese tradition, (...) an embodied understanding of knowledge is dominant. Yet, we can discern two directions for its development by thinkers, either towards contextualization and engagement, or towards decontextualization and disengagement. I shall illustrate the two positions using examples from the Analects and the Mozi. They imply two different directions in furthering or extending knowledge, towards intensity and towards extensity. In the final part, the Zhuangzi is presented as an excellent example of an embodied and extended view of cognition, but which at the same time also takes the decontextualising direction to the utmost. (shrink)

Accessing research participants within some social institutions for research purposes may involve a simple single administrative event. However, accessing some institutions to conduct research on their data, personnel, clients or service users can be quite complex. Research ethics committee chairpersons frequently field questions from researchers wanting to know when and why gatekeeper permission should be sought. This article examines the role and influence of gatekeepers in formal and organisational settings and explores pragmatic methods to improve understanding and facilitation of this (...) process. Conscientious and well-informed negotiations with gatekeepers are required in order to honour the ethical obligations to conduct appropriate stakeholder engagement before and during research, along with respect for the autonomy of institutions and their employees/clients/service recipients. Provision must be made to identify explicit and implicit gatekeepers to initiate and build collaborative networks that could best support the research process. Careful mutually respectful access agreements which consider the needs and vulnerabilities of both the gatekeeper and the researcher can improve the quality of the scientific data collected. Strategic planning in the research process must take these sometimes complex processes of gatekeeper permission into careful account. (shrink)

To understand Machiavelli’s concerns it helps to know about his complex relationship with the Medicis. To comprehend what animates Thomas Hobbes we need to recognise that he was writing in the aftermath of the English civil war.

This chapter introduces the book’s central aims and objectives. In exploring the focus on Simmel’s later works, following his move to Strasbourg, the chapter provides contextual details and insights concerning the writing of Simmel’s last major works. The chapter looks at how the last four years of Simmel’s was a time of personal and social upheaval. This introduction also considers how we might approach Simmel’s works and what they might be used to achieve.

Roland Barthes (1977, p. 148) once remarked “… a text’s unity lies not in its origin but in its destination”. This observation echoes the methodological ground and rationale that have been teased out in Chap. 10.1007/978-981-10-8902-2_2. The aim of this chapter is to show how a serious investigation about the original learners of The Epistle can shed light on its original pedagogic nature. However, it is customary for the interpretative tradition of The Epistle to ignore its original learners. As a (...) consequence, The Epistle’s “inner unity” as a philosophical treatise has always evaded interpreters and teachers who have approached it from within the ahistorical interpretative paradigm. However, as Hegel has argued, reality to humankind must be historical reality. The loss of this unity means The Epistle has become fragmented to its interpreters. Moreover, this ahistorical epistemic approach will turn the Divine into a “deity” or “demigod”. This artificial conceptualisation about the Divine will render that “G-o-d” aloof to the historicity of humankind. For it is only a straw man set up for human convenience. (shrink)

Résumé Cet article examine l’histoire de la spéculation à un moment très spécifique de l’histoire financière européenne. Il propose ainsi une contextualisation sous forme d’historicisation. Plus précisément, la présente contribution se penche concrètement sur l’usage de l’idée de spéculation en 1720, l’année du premier krach boursier international, et parvient à la conclusion que la spéculation n’a pas joué pour les contemporains le rôle que nous lui attribuons dans l’historiographie. L’article montre ainsi d’une part les effets qu’une historicisation conséquente peut (...) avoir sur nos questions concernant une histoire de la spéculation ; il attire d’autre part l’attention sur l’intérêt d’une réflexion critique sur nos récits économiques. (shrink)

The Colettine reforms took place at a time of profound crisis in the Western Church, yet Colette successfully navigated the ecclesiastical politics of the early fifteenth-century in order to effect far-reaching reform of the Poor Clares and Friars Minor in France and Flanders.2 The politics of the ‘Great Western Schism’ strongly influenced the course of the events of Colette’s career. Not only was it not possible for any religious reforms to exist in a vacuum, but her close association with the (...) Dukes of Burgundy and their manipulation of ecclesiastical politics for their own ends, ensured that she was drawn into the complexity of events. She therefore had the task not only of negotiating the politics of the... (shrink)

Rylands Latin MS 164 is one of over forty manuscript books of hours in the John Rylands Library. It was made in France in the middle of the fifteenth century and its extensive, high quality illumination associates its production with the worshop of the so-called Bedford Master. However, it has not been the subject of any sustained published research and consequently the significance of variations in the mise-en-page of the books pages has not been scrutinised. This article focuses on the (...) variations in two replacement pages, one within the calendar and one beginning the Penitential Psalms, and in the case of the page beginning the Penitential Psalms considers whether the replacement could have been made by Sir Gregory Osborne Page-Turner, the owner of Rylands Latin MS 164 in the early nineteenth century. (shrink)

While, as Marx argued, periods of expanded accumulation present the best conditions for increasing working-class living standards, the expansion that began in 1982 was based in large part on the rapidfallin the value of labour-power in the US. This recovery and rapid rise in the rate of surplus-value in the US was enabled by the collapse of union-resistance beginning in 1979 and the strategic choices made by union-leaders across the economy from that time on. The expansion was sustained in the (...) 1980s by dramatic work-reorganisation, enabled by the embrace of labour-management cooperation-schemes by much of the trade-union leadership, and the restructuring of several major industries that undermined the industry-wide bargaining on which rising postwar incomes had been based. Productivity, boosted by lean production-methods, would continue to outstrip real wages up until the ‘Great Recession’ of 2008 and resume again in the wake of a weak recovery in the US. The rapid geographic expansion of capital after 1990 provided new investment-possibilities, as did the explosion of financial instruments. What stands out, however, is that rising productivity, far from providing the basis for increases in working-class income, had become coupled with flat or declining real wages and a fall in the value of labour-power as the necessary condition to sustain almost any level of growth in the real economy. The link between productivity and wage-increases, central to Keynesian and institutional collective-bargaining theory, had been broken and Marx’s idea of the most favourable conditions stood on its head. The breaking of this link had, in the final analysis, been an outcome of class-struggle in which capital had the upper hand. All of this underlines the failed strategies and practices of most of the trade-union leadership in the US since 1979. New approaches to the workplace and broader forms of mobilisation will be needed. Signs of worker-resistance to the latest neoliberal clampdowns in Latin America, Europe, China, and even the US, however, may point to a renewed era of intensified class-struggle. (shrink)

The study of context can benefit greatly from re-examining some of the concepts arising from Anscombre and Ducrot’s argumentation theory from an adaptive perspective. By focusing on discourse dynamism, AT provides fresh angles from which to view key issues, such as the nature of context triggers; whether context construction is necessarily a background activity; in what way utterances set themselves up as contexts for the upcoming discourse; and the nature of the inferences whereby background knowledge and information are accessed. The (...) need for an adaptive perspective arises in connection with AT’s construal of context construction, which raises but cannot answer certain questions that are crucial to our understanding of context: these questions concern the source of the background knowledge required to understand the argumentative meanings under consideration. An adaptive perspective can offer a non-ad-hoc account of the source of the background knowledge involved, in terms of what pre-existing systems require to support their processing needs, and the information and knowledge they produce. Such an account builds on the assumptions that language can avail itself of processing strategies, skills, forms of know-how utilised by pre-existing systems, and has access to knowledge generated by systems such as perception and action production. (shrink)

The first consideration of any Australian Human Research Ethics Committee should be to satisfy itself that the project before them is worth undertaking. If the project does not add to the body of knowledge, if it does not improve social welfare or individual wellbeing then the use of human participants, their tissue or their data must be questioned. Sometimes, however, committees are criticised for appearing to adopt the role of scientific review committees. The intent of this paper is to provide (...) researchers with an understanding of the ethical importance of demonstrating the merit of their research project and to help them develop protocols that show ethics committees that adequate attention has been paid to this central tenet in dealing ethically with human research participants. Any person proposing human research must be prepared to show that it is worthwhile. This paper will clarify the relationship between research merit and integrity, research ethics and the responsibilities of human research ethics committees. (shrink)

This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualizing individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. This book will be of interest to postgraduate students, teachers, researchers, (...) education professionals and policy makers who are keen to address difficulties in literacy development. (shrink)