Etre soi avec les mots d'autrui

A travers l'examen de près de 300 discours rapportés directs en conversation, nous testons le dispositif formel et théorique proposé par Vion (1995) permettant de rendre compte de l'hétérogénéité des sujets. Cette hétérogénéité, qui a pour conséquence une pluralité de voix dans le discours, permet de mettre en évidence des sujets parlants qui loin d'être fragmentés, puisent au contraire leur cohérence en dialoguant les uns avec les autres tout en faisant dialoguer les différentes voix à l'oeuvre dans le discours

Understanding Universals in Abelard's Tractatus de Intellectibus: The Notion of "Nature"

This thesis focuses on Abelard’s solution to the problem of understanding universals as presented in the Tractatus de Intellectibus. He examines this issue by asking what is understood when we consider the term ‘man’, a problem I call the ‘homo intelligitur [man is understood]’ problem. This is an important question, since earlier in the Treatise, Abelard states that understandings paying attention [attendens] to things otherwise than they are are empty, and thus, cannot be true. The challenge is therefore to explain how understandings about universals, such as genera and species, can be sound, given that Abelard is a nominalist and, as such, does not believe in the existence of universal entities. His own answer to the problem is that such understandings attend to natures. However, since natures are, on his view, nothing more than the individuals they belong to, it is unclear how his solution is intended to work. I propose two ways to understand Abelard’s solution to the ‘homo intelligitur’ problem, identifying their respective merits and drawbacks. The first one is to treat ‘nature’ as meaning ‘status’. I explore this solution in Chapters 2 and 3, and conclude that while it has the advantage of establishing links between De Intellectibus and previous logical works by Abelard, it has some significant drawbacks, most notably that it is unclear how we can have epistemic access to status given that status are not things, which renders unclear how the criteria for the soundness of understandings can be met. The second one involves treating natures as referring to behaviors typical of members of a given genus or species. These behaviors come from the particular essential forms possessed by individuals, i.e. their differentiae understood as analogous to nuclear tropes in Peter Simons’ trope theory. I conclude that this solution is more intuitive than the first one and has the advantage of not depending on a specific interpretation of the evolution of Abelard’s thought. However, it is unclear how to treat behaviors and regularities in his ontology

Wearing Two Hats: Anne Eggleston as Composer and Pedagogue

Canadian composer Anne Eggleston had an active career as both composer and piano pedagogue. In many of her works, such as Sketches of Ottawa, she sought to bridge the gap between these two interests. By examining the Anne Eggleston Fonds (MUS 282), acquired by Library and Archives Canada in 1997, we can begin to understand the personality of this remarkable composer and her commitment to piano pedagogy. Her teaching materials and her devotion to private students, as well as her affiliation with music organizations, paint a full picture of this important Canadian composer and pedagogue.Parallèlement à ses activités créatrices, la compositrice canadienne Anne Aggleston a mené une carrière active en pédagogie du piano. Plusieurs oeuvres, comme Sketches of Ottawa, tentent de combiner ces deux préoccupations. L’examen du Fonds Anne Eggleston (MUS 282), acquis par Bibliothèque et Archives Canada en 1997, aide à saisir la personnalité de cette compositrice remarquable et évaluer son engagement envers la pédagogie du piano. Ses notes de cours et son dévouement envers ses étudiants en privé, de même que son adhésion auprès d’organisations musicales, dessinent un riche portrait de cette importante compositrice et pédagogue

Subverting the subject position : toward a new discourse about students as writers and engineering students as technical communicators

There is ample evidence of a longstanding and pervasive discourse positioning students, and engineering students in particular, as “bad writers.” This is a discourse perpetuated within the academy, the workplace, and society at large. But what are the effects of this discourse? Are students aware faculty harbor the belief students can’t write? Is student writing or confidence in their writing influenced by the negative tone of the discourse? This dissertation attempts to demonstrate that a discourse disparaging student writing exists among faculty, across disciplines, but particularly within the engineering disciplines, as well as to identify the reach of that discourse through the deployment of two attitudinal surveys—one for students, across disciplines, at Michigan Technological University and one for faculty, across disciplines at universities and colleges both within the United States and internationally. This project seeks to contribute to a more accurate and productive discourse about engineering students, and more broadly, all students, as writers—one that focuses on competencies rather than incompetence, one that encourages faculty to find new ways to characterize students as writers, and encourages faculty to recognize the limits of the utility of practitioner lore

Analytical Essays on Music by Women Composers: Secular and Sacred Music to 1900 – edited by Laurel Parsons and Brenda Ravenscroft (Book review)

[no abstract]