135 research outputs found
Exploring the concept of sustainable development through a simulation game
The concept of sustainable development is used in everyday life by the general public, alongside researchers, institutions, and private companies. Nevertheless, its definition is far from being unequivocal. Clarifying the outline of the concept seems necessary. We have created a simulation game to address this goal. Our paper aims at bringing an overview of how the concept of sustainable development has emerged and spread over time, depicting the features of the game, and explaining how fruitful it is to the audience. The game is highly praised by the players as it not only brings them foundational knowledge, but also allows them to enhance many skills. The framework of the game thus contributes to educating about sustainable development as well as educating for sustainable development.simulation game ; sustainable development ; education ; significant learning
U.S. National Parks and âThe Tragedy of the Commonsâ : A contribution to the characterization of U.S. mountain guidesâ professional practice
International audienceThis paper aims at presenting the stakes related to the access to protected land in the United States and to its conservation, through the analysis of the professional practice of U.S. mountain guides. From a methodological standpoint, this research is based both on a theoretical analysis grounded in the field of environmental economics and on an empirical study. The authorsâ starting point is Garrett Hardinâs paper, âThe Tragedy of the Commonsâ (Science, 1968), even if it introduces some confusion on the notion of common goods. So as to avoid this confusion, the authors use two theoretical tools pertaining to a typology of common goods and the different property rights that can be applied in National Parks. Finally, they apply this framework to the observations made on the field in Colorado in July 2009
Teaching Sustainable Development Issues: An Assessment of the Learning Effectiveness of Gaming
The article aims at assessing the effectiveness of a role-play in addressing two concerns: clarifying the concept of sustainable development and teaching sustainable development issues. The effectiveness is gauged by surveying students to reveal how the game matches a set of "significant learning" criteria defined by Fink (2003). Firstly, our article brings a short overview of how the concept of sustainable development has emerged and spread over time. Secondly, in order to assess the learning potential of our role-play, we examine how it addresses the six components of Fink's taxonomy of "significant learning": (i) foundational knowledge, (ii) application, (iii) integration, (iv) human dimensions, (v) caring and, (vi) learning how to learn. This taxonomy is analysed through a rigorous assessment methodology. The assessment shows that our role-play is highly praised by the players as it not only brings them foundational knowledge, but also allows them to enhance many skills. Thus, the framework of this role-play contributes to educating about sustainable development as well as educating for sustainable development
Nathalie Kremer, Traverser la peinture : Diderot â Baudelaire
Le rapprochement de la critique dâart de Diderot et de Baudelaire, abondamment commentĂ© depuis les travaux de Jean Pommier, de Jean Thomas et de Gita May, est traitĂ© ici par Nathalie Kremer dans une perspective novatrice et stimulante, qui vise Ă mettre en lumiĂšre, du tableau Ă lâĂ©criture, une « continuitĂ© crĂ©ative » conçue comme « lâeffet dâune rupture Ă la fois dans lâĆuvre et avec lâĆuvre » (p. 217). La dĂ©marche critique des deux salonniers est ainsi abordĂ©e comme une traversĂ©e de la peint..
Le retour de l'auteur
Quelques textes de «Lâorigine de la parole», ensemble de proses rassemblĂ©es par Yves Bonnefoy dans le recueil des RĂ©cits en rĂȘve, furent initialement publiĂ©s en 1980 Ă New York dans une Ă©dition bilingue intitulĂ©e Lâorigine du langage. Cette Ă©dition rĂ©servĂ©e Ă des bibliophiles Ă©tait accompagnĂ©e dâillustrations de George Nama. Repris en 1987 sous un autre titre (lâorigine du «langage» devenant celle de la «parole»), dans un livre relevant dâune autre catĂ©gorie gĂ©nĂ©rique, dĂ©laissĂ©s de leur tradu..
Montaigne: l'écriture de soi pour penser l'altérité
Le souci de lâautre, chez Montaigne, est constant, les figures de lâaltĂ©ritĂ© sont dâune extraordinaire richesse. Et pourtant, Montaigne est surtout connu pour ĂȘtre lâĂ©crivain de soi. Mais le « soy » de Montaigne, comme le Journal de voyage et les Essais, est en fait traversĂ© par lâaltĂ©ritĂ©. Cet article vise alors Ă montrer comment Montaigne, en particulier dans les Essais, va Ă©crire puis penser lâautre Ă partir de soi.
Concern for the other is constant with Montaigne, the figures of otherness are extraordinarily rich. And yet, Montaigne is known above all as the writer of the self. But the âsoyâ of Montaigne, like the Journal de voyage and the Essais, is in fact saturated by otherness. This article aims therefore to show how Montaigne, in particular in the Essais, will write and imagine the other from the self
Littérature et contextes
Notre propos visera tout dâabord Ă montrer quelle est la conception du sens impliquĂ©e par les diverses approches privilĂ©giĂ©es par les didacticiens du FLE; ce rapide Ă©tat des lieux mettra en lumiĂšre un sens en quelque sorte «figé», comme prisonnier du texte dans toutes ses dimensions possibles (gĂ©nĂ©rique, thĂ©matique, linguistique, âŠ). Nous aimerions alors, dans un deuxiĂšme temps, dĂ©passer cette conception «structuraliste» du sens pour lui substituer une vision plus «hermĂ©neutique», davantage soucieuse de suivre le sens dans sa dynamique et surtout attentive Ă ne pas sĂ©parer le sens de ses contextes. Nous proposerons ensuite quelques pistes pour permettre aux apprenants FLE en particulier de saisir le fonctionnement du sens â pour leur montrer quâils sont partie prenante du sens. Puis nous tenterons, Ă partir dâun questionnaire distribuĂ© Ă des apprenants de divers niveaux, de rĂ©flĂ©chir Ă leur maniĂšre dâapprĂ©hender le texte littĂ©raire et ses composantes, pour comprendre oĂč ils situent le sens, comment ils le construisent, et ainsi mesurer le chemin quâil nous reste Ă parcourir pour que le texte littĂ©raire soit plus quâun texte parmi beaucoup dâautres
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