Faire du conflit historique un sujet didactique à visée altéritaire en classe de français langue étrangère

L’histoire en langue étrangère est potentiellement une expérience riche en altérité dans la mesure où elle peut faire émerger des perspectives autres sur des événements historiques récités de manière à constituer une histoire partagée, collective. En tant que discours articulant présent et passé, le discours historique pourrait-il faire la médiation entre des perspectives opposées ? En classe de FLE, dans un collège public grec, les élèves sont confrontés à un document historique qui dévoile une version inconnue du regard sur la Grèce du 19e siècle, celle du mishellénisme. Le document met en scène une étrangeté abaissante à leur égard, une étrangeté ébranlant leurs repères identitaires. Leurs réactions font preuve de diversité, quelques-unes relevant d’une disponibilité compréhensive, d’autres d’une négation, voire d’une protestation altéritaire. L’expérience de cette diversité d’interprétations nous fait penser que le traitement didactique d’un conflit historique peut susciter un dialogue altéritaire à travers une mise en question identitaire. Tout en impliquant de « s’expliquer » sur ses propres positionnements ainsi que d’« expliquer » ceux des autres, voire relever des défis compréhensifs, le conflit inscrit l’enseignement de langues et de cultures dans un paradigme phénoménologique-herméneutique où le travail de mé/in/compréhension devient prioritaire.The history which is written in a foreign language is potentially a rich experience in alterity considering that it can cause the emergence of other perspectives of historical events recited in order to form a shared, collective history. As discourse which articulates the present and the past, the historical discourse would be also able to articulate and specifically to mediate between opposite perspectives? In a French class, in a greek public high school, the students are faced with a text which discloses an unknown version of the view of Greece in the 19th century, that of mishellenism. The historical text demonstrates a depreciative strangeness against them, a strangeness which shakes their identity points of reference. Their reactions reveal diversity, some of them stemming from a comprehensive disponibility, others from a negation, even an alterity protest. Getting them involved into a process of “explaining” both their own positions and those of the others, this conflict inscribes the language and culture teaching within an phenomenological-hermeneutic paradigm where the understanding/misunderstanding/inability to understand work becomes a priority

Assessing 3D metric data of digital surface models for extracting archaeological data from archive stereo-aerial photographs.

Archaeological remains are under increasing threat of attrition from natural processes and the continued mechanisation of anthropogenic activities. This research analyses the ability of digital photogrammetry software to reconstruct extant, damaged, and destroyed archaeological earthworks from archive stereo-aerial photographs. Case studies of Flower's Barrow and Eggardon hillforts, both situated in Dorset, UK, are examined using a range of imagery dating from the 1940s to 2010. Specialist photogrammetric software SocetGXP® is used to extract digital surface models, and the results compared with airborne and terrestrial laser scanning data to assess their accuracy. Global summary statistics and spatial autocorrelation techniques are used to examine error scales and distributions. Extracted earthwork profiles are compared to both current and historical surveys of each study site. The results demonstrate that metric information relating to earthwork form can be successfully obtained from archival photography. In some instances, these data out-perform airborne laser scanning in the provision of digital surface models with minimal error. The role of archival photography in regaining metric data from upstanding archaeology and the consequent place for this approach to impact heritage management strategies is demonstrated

The historical dimension in languages teaching : Towards teaching approaches based on the meaning's historicisation and alterisation

Cette thèse relève du domaine de la didactique et de la didactologie du français langue étrangère. Elle se donne pour objectif d’examiner la dimension historique dans le cours de français sous deux angles principaux. Nous traitons d’une part l’histoire comme contenu didactique. D’autre part, nous nous intéressons à la dimension historique dans le sens d’« historicité ».Ces deux perspectives de problématisation – le document historique en langue étrangère et la prise en compte de son historicité – se rejoignent sous le prisme d’une visée altéritaire et diversitaire pour l’enseignement des langues. Notre thèse est donc que le travail sur et avec la dimension historique en classe de langue étrangère constitue une démarche privilégiée de conscientisation, par les élèves, de ces perspectives plurielles et de leurs enjeux, à la fois identitaires et altéritaires.Ces réflexions sont épistémologiquement appuyées sur les principes de la philosophie phénoménologique-herméneutique et sont développées à travers la réalisation de deux recherches.This PHD dissertation contributes to the overall research carried out in French second language teaching. It aims at considering the historical dimension of teaching FL in the French class from two main angles. Firstly, we are interested in history as learning content. Furthermore, this issue is covered by the historical dimension in the sense of historicity.These two problematisation issues – the use of historical documents in foreign language teaching and the awareness of their historicity – converge under the lens of an alterity and diversity goal for languages teaching. Our thesis is that working on the historical dimension in foreign language class is a preferred approach towards plural perspectives’ and their identity and alterity issues’ consciousness.From an epistemological point of view, these reflections rely on the principles of phenomenological-hermeneutic philosophy. On the other hand, they are developed through the project of two researches

A FRAMEWORK FOR THE FUSION OF DIGITAL ELEVATION MODELS

In recent years, collection and processing techniques for Digital Elevation Models (DEMs) generation have improved rapidly, allowing surfaces to be represented with more detail and accuracy. Fusion of overlapping DEMs, generated from data captured with different acquisition techniques, or from different times, allows to find inconsistencies, improve density, accuracy and currency, and eliminate gaps. This is of crucial importance for the improvement of global DEMs, like SRTM (Shuttle Radar Topography Mission). Since the DEMs may have substantial differences, simple amalgamation of all available points would not be satisfying and it would degrade the accuracy of the merged model. Any integration approach aiming at high-quality models needs an increased level of robustness. Computational efficiency and global convergence are further preferable properties. In this paper, an approach is presented for DEM fusion. The goal is to use existing DEMs to create automatically a new DEM surface which is: geometrically accurate by depicting the correct height information of the area, clean by eliminating blunders and errors which are present in the initial data and complete by modelling all the area on the highest possible resolution. The method is presented and the first results achieved after fusing a Lidar-based DEM and an IKONOS-based DEM on Thun, Switzerland, are shown and commented. 1