La généralisation des activités à visée philosophique dans l’école, avec les élèves en difficulté : enjeux et projet

Quels sont les enjeux d’une généralisation scolaire des pratiques à visée philosophique ? Il s’agit dans le présent article de se dégager de la séduction qu’elles exercent pour en examiner philosophiquement fondements et projet politique conséquent. On fournit aux enseignants, par cet examen, des clés pour orienter leur travail de classe. Éthiquement, on identifie mieux dans quelle mesure cette généralisation participe à la construction par le Droit d’une essence humaine. Une éthique du Droit de l’Homme, prenant en compte certaines critiques philosophiques contemporaines (Sartre, Foucaud, Heidegger) qui contestent l'idée d'une essence humaine, fait de la scolarisation de ces pratiques le moyen intellectuel de participer à cette hominité critique qui doit élaborer le droit. L’enfant, futur porteur du projet humain, doit apprendre à se saisir de cette réflexion, politiquement nécessaire dans une démocratie de Droit. Cette réflexion s’appuie sur le développement de sa capacité individuelle de mobiliser une pensée en tension, complexe, abstraite et conceptuelle. On élargit, grâce à l'École, le champ de ses interrogations spontanées, vers une véritable « citoyenneté philosophique ». La généralisation de ces pratiques est porteuse de la réussite d’élèves parfois en difficulté scolaire, examinant philosophiquement les disciplines scolaires, en identifiant mieux la nature et les modalités spécifiques, pour finalement mieux les situer et les intégrer. Par le débat, on véhicule un modèle politique et social qui voudrait, à terme, s’exonérer de la violence communautariste, au profit de l’échange entre les cultures. Ces enjeux font souhaiter le développement d’un projet politique international de généralisation, pour identifier les questions que les acteurs politiques doivent se poser, les moyens d’y répondre.What are the issues of a generalization in schools of the “Practices with philosophical aim” (PPA)? In this paper we wriggle out from the a priori charm of the PPA to examine in a philosophical manner the foundations and political project that could result from them. Doing so, we intend to give to teachers keys to guide their teaching. At the ethical level, we identify better to what extend the generalization of the PPA participate to the construction of human essence by means of the Right. An ethics of the Human Right, taking into consideration some contemporary philosophical criticisms (Sartre, Foucault, Heidegger), which contest the idea of any human essence, make by the generalization of PPA in schools, the intellectual tool to participate to this critical humanity whose responsibility is to elaborate the Right. The child, carrier-to-be of the human project, must learn how to reflect, for it is politically fundamental in a democracy of Rights. Her/his reflection is based on the development of her/his individual capacity to mobilize alert, complex, abstract and conceptual thinking. We widen, thanks to education, the field of her/his spontaneous questioning towards an authentic “philosophical citizenship”. Generalization of the PPA is bearing pupils’ success - some of them sometimes having school difficulties- by examining in a philosophical manner the school disciplines, by identifying better their nature and specific modalities, to finally situate and integrate them better. By means of the philosophical debate, we convey a political and social model which aims at, eventually, exempt from “communautarist” violence to the benefice of dialogue between cultures

An Inexpensive Method of Determining Plant Moisture Stress Using Freezing Point Depression

The measurement of freezing point depression as a method of determining osmotic potentials in solutions has been used for some time. Recently, this same principle has been applied to the determination of moisture stress in plant leaves. The advent of efficient solid state Peltier cooling units has made possible the construction of portable field freezing-point meters of relatively low cost and acceptable accuracy (1)

"Almost as far as Petersburg": Byron and the Russians

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Money n\u27 Motion - Born to be Wild

There are intriguing parallels between motoring and personal investing: the romance, the thrilling movement, and the freedom; the banality, the enervating repetition, and the entrapment; the subconsciously seductive appeal of crashes that ends it all. Consequently, there are intriguing parallels between the automobile and accounting, without which the activities of motoring and personal investing, respectively, would be severely attenuated, if they were possible at all. And there are intriguing parallels between popular media and accounting education, which are responsible for the enculturation processes that perpetuate the beliefs that in motoring and personal investing, by means of automobiles and accounting, we can be independent, we can be free, we can take control of our lives, and we can rise above the barriers of our social classes. The historian George W. Pierson\u27s mobility thesis explains these parallels. Motoring is not merely a fruitful metaphor for personal investing, automobiles for accounting, and popular media for accounting education. Motoring and personal investing are just two among many manifestations of the mobility which is characteristically American. Physically and financially, Americans need to be in motion