Kit Fine famously objected against the idea that essence can be successfully analyzed in terms of de re necessity. In response, I want to explore a novel, interesting, but controversial modal account of essence in terms of intrinsicality and grounding. In the first section, I will single out two theoretical requirements that any essentialist theory should meet—the essentialist desideratum and the essentialist challenge—in order to clarify Fine’s objections. In the second section, I will assess Denby’s improved modal account, which appeals (...) to the notion of intrinsicality, and argue that it is untenable. In the third section, I will explain how, when combined with a modal-existential criterion, a hyperintensional account of intrinsicality—in the same vein as Bader (J Philos 110(10): 525–563, 2013) and Rosen (in: Hale and Hoffman (eds) Modality: Metaphysics, logic, and epistemology, Oxford, OUP, 2010)—can help successfully address Fine’s counterexamples. In the fourth section, I will evaluate how this novel analysis of essence stands with respect to sortal, origin, and natural kinds essentialism and discuss potential objections and difficulties. (shrink)

If research works, inspired by the instrumental approach of Rabardel (1995), shone the activities instrumented by the teachers by spotting instrumental geneses (Saujat, 2000), on the other hand, none tried to consider their systems of instruments (Bourmaud, 2006). Inspired by an investigation realized in the branch of industry, we discuss the opportunity of such analysis for the training of the teachers. From a case study based on interviews investigating the redefined task (Leplat, 1997) of professionals in charge of safety in (...) company, we determine the five characteristics of a system of instruments for one of the professionals became trainer. Si des travaux de recherche, inspirés de l'approche instrumentale de Rabardel (1995), ont éclairé les activités instrumentées des enseignants en repérant des genèses instrumentales (Saujat, 2000), en revanche aucun n’a cherché à considérer leurs systèmes d'instruments (Bourmaud, 2006). Inspirés par une investigation réalisée dans le secteur industriel, nous discutons de l'opportunité d’une telle analyse pour la formation des enseignants. A partir d’une étude de cas appuyée sur des d’entretiens explorant la tâche redéfinie (Leplat, 1997) de professionnels chargés de sécurité en entreprise, nous déterminons les cinq caractéristiques d’un système d’instruments chez un des professionnels devenu formateur. (shrink)