We consider the implications of analyzing teaching as a sociocultural form. We suggest that the internalization of mediations includes not only concepts but a complex of dimensions of mediations. These dimensions enable us to define a form. Each students, building on previously subjectivated microforms, tries to give a personal meaning to the transmitted knowledge and to his experiences. The theoretical and professional training enables however the elaboration of a subjectivated sociocultural form. Regarding teacher training, the process is even more complex (...) due to the different origin of the transmitted knowledge. We conclude by outlining some consequences resulting from taking into account this notion of form in teacher training. (shrink)

The volume assembles thirteen essays on logic, language and meaning, and is preceded by an introduction by Paul Gochet. Most of the papers were published between 1981 and 2000 in European journals such as Dialectica, Logique et Analyse, and Erkenntnis. The papers stand alone, yet throughout the book an overarching view of the relationship between pragmatics and semantics transpires clearly. Callaway defends a midway position between American analytic philosophy and American pragmatism. The result is a blend of Quine's scientific philosophy (...) and Dewey's social pragmatism. In addition other thinkers such as Frege, Peirce, Davidson, Putnam, Fodor and Haack are critically discussed. (shrink)

Research within the H2020 PROGRESSIVE project has identified good practices in user co-production strategies and methodologies. Early findings from research in the PROGRESSIVE project were shared with relevant stakeholders outside the consortium for consultation and review. The outcomes of that initial investigation highlighted the need to focus on the objectives, processes, and methods used in user and older people co-production. This guide adapts these insights and makes them relevant specifically for standardisation in ICT for active and healthy ageing. This guide (...) was approved by representatives of the PROGRESSIVE project on 22 February 2018. The consortium has requested comments from interested stakeholders in an enquiry from 1 March to 30 April 2018. The PROGRESSIVE guide was approved on 5 June 2018. (shrink)

[1] From December 1994 to August 1996, Russia was engaged in the Chechen War, a Vietnam-style quagmire that exemplified, on the one hand, the end of Russia as a great military and imperial power, and, on the other hand, "one of the greatest epics of colonial resistance in the past century.'' No analysis can hope to understand the totality of forces that lend to the stability (or instability) of nations with large minority populations unless it first examines the conditions that (...) led to the Russian defeat in Chechnya. At the center of that problem lies an interesting issue. What aspects of the Russian state, Russian society, and the Russian psyche in the 1990s played a part in the Russian defeat, and what aspects of Chechen history, society, and culture played a part in the Chechen victory? Lieven uses the Chechen War as a keyhole into the wider debate concerning the nature and course of Russian nationalism. (shrink)