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Switch to: References
Citations of:
L'Intuition de l'Instant
Revue Philosophique de la France Et de l'Etranger 119 (1):122-123 (1935)
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The article follows the mutation suffered by the issue of alterity from Husserl to Heidegger and from Heidegger to Lévinas, envisaging it starting from temporality. We aim at replacing the question “Where is the other?” – that betrays the spatializing presuppositions of description – with “When is the other?” that can be clarified starting from the question “When are we together?”. Rather than deducing from the issue of co-presence, the final postponement of all attempt to conceive intersubjectivity in terms of (...) |
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It is striking to note to what extent the time issue in education is commonly understood in terms of chronology. It is an institutional and linear time that is divided and then fitted back together like a Russian doll in an analytical approach. The conception of time is reversible and possesses the same characteristics as space. It is a paradox that this institutional rationalization of time by reversible chronological divisions barely conceals the whole concrete and living reality of human time, (...) |
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In 1962 Umberto Eco published his Opera aperta. Forma e indeterminazione nelle poetiche contemporanee, in which he dealt with the televised space and its influence on the development of plot in contemporary narratives. The analysis of the aesthetic of television led him to highlight the exclusive capacity of television to transmit events in real time: Live TV.Eco affirms in particular that through the editing in Live TV, the role of choice completely changes in comparison to what happens in the editing (...) |
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Being able to apprehend the determinants that influence the way a person or a group develops one’s relationship with time constitutes a crucial aspect of a process of professionalization. Based on this assumption, this paper formulates six finalities characterizing a critical and reflective approach in order to conceive and question the relationships between professionalization and temporalities. It proposes in particular to question the way one learns to discriminate, evaluate, interpret, argue, judge and challenge the temporalities and the rhythms, lived or (...) |
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This paper refers to Jack Mezirow’s contribution to transformative learning theory in order to discuss the temporalities that characterize transformative processes, such as those fostered in adult education. The argument follows three steps. First, the core assumptions of transformative learning theory are introduced in order to locate their relevance in adult education. Such a contribution is then used to problematize the temporalities involved in a process of transformation, especially considering its continuous and discontinuous features. Transformative learning is finally conceived through (...) |
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In this essay, Perraudin sets out to contrast the competing philosophies of time and imagination of two major French thinkers of the twentieth century: Henri Bergson (1859–1941) and Gaston Bachelard (1884–1962). Despite Bachelard’s polemical approach vis-à-vis philosophical tradition in his works on epistemology and poetics, his accounts of time and imagination have been shown by several critics to be significantly influenced and inspired by his predecessor. Perraudin nonetheless argues that Bachelard’s critique of Bergson’s theory of continuous temporality opens the way—through (...) |
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The approach by the rhythms better captures the temporal organization and temporal movement in understanding the process of professionalization. Differentiation time macro / meso time / micro time gives the conceptual framework for interpreting the variation rhythms in the construction of formative and professional activities. In order to operationalize this approach, the results of previous work will be re-interviewed in terms of a rhythmic base. By entering the singularity singularity professionalization process, temporal rhythms highlight the possible links between individual and (...) |
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