L’encadrement aporétique en PPEA ou comment faire progresser la pensée des enfants et des adolescents en mettant leur entendement dans l’embarras

Développer la pensée critique des jeunes, dans la perspective d’en faire des adultes capables de penser de façon autonome, voilà l’idée-force que poursuivent de nombreux acteurs du monde de l’éducation et de l’enseignement. Reste à mettre en oeuvre les moyens d’atteindre cette finalité. La pratique de la PPEA est à ce titre un médium privilégié pour y parvenir. Parmi les méthodes mettant en scène une communauté de recherche attelée à philosopher, l’encadrement aporétique privilégie l’émergence des mises en opposition, des divergences de points de vue, des limites de raisonnement, et autres contradictions de la réflexion des jeunes impliqués dans la discussion philosophique. Il cultive l’aporie, en supposant que la rencontre avec l’altérité rend patent l’approfondissement de la pensée, encourageant celle-ci à sortir de l’embarras dans laquelle elle se retrouve forcément. Il s’agit ici, dans un premier temps, de présenter les fondements théoriques de l’encadrement aporétique que sont le platonisme et son dialogue socratique, la logique d’inférence et son cheminement opératoire d’identifications conceptuelles reposant sur l’opposition, le socioconstructivisme et son conflit socio-cognitif, et la théorie des actes de langage et ses valeurs illocutoires et perlocutoires. Dans un second temps, il s’agit d’exposer la praticabilité de l’encadrement aporétique en PPEA, en évoquant l’état d’esprit, mais aussi les outils d’animation, que l’animateur doit adopter pour jouer de l’aporie comme d’un levier facilitant l’autonomie de penser des jeunes bénéficiant d’un tel encadrement.To develop children’s critical thinking to make them able to think autonomously, here is the goal many educational actors try to reach. This finality can be reached using appropriate methods. Practicing Philosophy for Children is as such a favoured method to reach this goal. Among the methods featuring a research community that philosophises, aporetic support favours the emergence of contrast, differences of perspective, reasoning limitations, and others reasoning contradictions among the children involved in the philosophic discussion. It uses the aporia1, if we suppose that meeting the otherness makes the deepening of thinking patent, encouraging it to get out of the trouble it is in. In a first time, we will present the theoretical fundaments of aporetic support that are Platonism and its Socratic dialogue, the inference logic and its operational process of conceptual identifications premised on opposition, the social constructivism and its sociocognitive conflict, and the speech act theory and its illocutionary and perlocutionary values. In a second time, we will present the practicability of aporetic support in Philosophy for Children, evoking the state of mind, but also the tools that the adult has to use to lead a discussion and master aporia as if he was controlling a lever facilitating the autonomous thinking of children.Desarrollar el pensamiento crítico de los jóvenes para que se tornen adultos que pueden pensar de manera autónoma es la idea fuerza que persiguen muchos actores en el mundo de la educación y la enseñanza. Resta implementar los medios para lograr este propósito. En este sentido, la práctica de la PPEA es un medio ideal para lograrlo. Entre los métodos que ofrece una comunidad de investigación al filosofar, el encuadramiento aporético favorece la aparición de un conjunto de oposiciones, diferentes puntos de vista, límites del razonamiento, y otras contradicciones reflexivas de los jóvenes que participan en la discusión filosófica. La PPEA cultiva la aporía, suponiendo que el encuentro con la alteridad permite hacer patente la profundización del pensamiento, animando a dejar la vergüenza en la que se encuentra enlazado. En este texto se trata, en primer lugar, de presentar los fundamentos teóricos del encuadramiento aporético, que son el platonismo y el diálogo socrático, la inferencia lógica y el caminar operatorio de las identificaciones conceptuales que se basan en la oposición, el socio-constructivismo y su conflicto socio-cognitivo, y la teoría de los actos de habla y sus valores ilocucionarios y perlocucionarios. En un segundo momento, se expone la viabilidad del encuadramiento aporetico de la PPEA, evocando el estado de espíritu, pero también las herramientas de animación que el facilitador debe adoptar para hacer de la aporía una palanca para facilitar la autonomía en el pensar de los jóvenes que disfrutan de ese marco.Desenvolver o pensamento crítico dos jovens, na perspectiva de fazer deles adultos capazes de pensar de maneira autônoma, eis a ideia forte que perseguem muitos atores do mundo da educação e do ensino. Resta colocar em prática os meios de atingir essa finalidade. A prática da PPEA é nesse sentido um meio privilegiado para conseguir. Por entre os métodos que põem em cena uma comunidade de investigação ocupada em filosofar, o enquadramento aporético privilegia a emergência das oposições, das divergências de ponto de vista, dos limites do raciocínio, e outras contradições da reflexão dos jovens implicados na discussão filosófica. Ele cultiva a aporia, supondo que o encontro com a alteridade torna patente o aprofundamento do pensamento, encorajando-o a se sair da dificuldade em que acaba forçosamente se encontrando. Trata-se aqui, em um primeiro tempo, de apresentar os fundamentos teóricos do enquadramento aporético que são o platonismo e o seu diálogo socrático, a lógica da inferência e seu caminho operatório de identificações conceituais que repousam na oposição, o socioconstrutivismo e o seu conflito sócio-cognitivo, e a teoria dos atos de fala e seus valores ilocutórios e perlocutórios. Em um segundo tempo, trata-se de expor a praticabilidade do enquadramento aporético em PPEA, evocando o estado de espírito, mas também as ferramentas de animação, que o animador deve adotar para lidar com a aporia como se fosse uma alavanca que facilita a autonomia de pensamento dos jovens que beneficiam de tal enquadramento

Single-amplifier integrator-based low power CMOS filter for video frequency applications

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.”This paper describes a new low power fully differential second-order continuous-time low pass filter for use at video frequencies. The filter uses a single active device in combination with MOSFET resistors and grounded capacitors to achieve very low power consumption, small chip area and large dynamic range. The ideal integrator is realised using an internally compensated opamp consisting of only current mirrors and voltage buffers, whilst the lossy integrator is implemented by a single passive RC circuit. The filter has been simulated using a CMOS process. Results show that with a single 5 V power supply, cut-off frequency can be tuned from 3.5 MHz to 8 MHz, dynamic range is better than 67 dB, and power consumption is less than 1.7 mW

Revisiting Play School: A historical case study of the BBC’s address to the pre-school audience

Although clearly recognised in broader institutional histories of British children’s television as a significant moment in the BBC’s address toward the pre-school child, Play School (BBC 1964-88) has not been the focus of sustained archival analysis. This arguably reflects the fact that a good deal of work on children’s television in Britain adopts either an institutional or an audience focus, and the study of programmes cultures is often more neglected. This article seeks to revisit Play School using available historical documentation – including memos, scripts and press cuttings - from the BBC Written Archive Centre, as well as early surviving episodes (principally from 1964). In doing so, it seeks to explore how it fitted into BBC’s historical address to the pre-school child, how it intersected with discourses on pre-school education, and the range of institutional and social contexts surrounding its emergence. Key Words: Play School * Pre-school television * BBC * Child audienc

Ezra Pound and Du Fu: Gazing at Mt. Tai

Confined to a six-by-six-foot outdoor steel cage, Ezra Pound saw a series of mountain hills from a few miles to the east of Pisa. The poet compared one of these small 800-metre hills to the sacred Chinese Mt. Tai, which becomes the most common geographical name in The Pisan Cantos. Pound’s poetic summoning of this particular mountain is related to the fact that Mt. Tai is historically and culturally connected to the philosophy of Confucius, who personally ascended the mountain several times. Pound, as a devout Confucian disciple, closely follows the philosophical doctrines and attempts to mentally trace the footsteps of Confucius. This paper will argue how Pound’s poetic evocation of the mountain shares a striking similarity to an eighth century Chinese poem called “Gazing at Mt. Tai,” which was written by the famous literatus - Du Fu 杜甫 (712 – 770). In spite of living in two completely different eras and countries, Pound’s and Du Fu’s reference to Mt. Tai demonstrates the confluence of their poetic spirits. Neither of them ascended mountain personally. They instead made use of their poetic imagination to follow the paths of Confucius and perceived the mountain as an earthly paradise, one which represents tranquillity and serenity away from the moral and physical corruption of the external world

A ThDP-dependent enzymatic carboligation reaction involved in Neocarazostatin A tricyclic carbazole formation

Acknowledgements This work was supported by grants from the National Natural Science Foundation of China (31570033 to Y. Y.) and the Leverhulme Trust-Royal Society Africa Award (AA090088 to K. K and H. D.). Open access via RSC Gold 4 Gold.Peer reviewedPublisher PD

A myth in time: Victor Erice's El sur

En este artículo se estudia tiempo e identidad, mitos y cine en El sur de Victor Erice. Basándose en un análisis de dos escenas, se plantea una relación entre eléxito o fracaso personal, la capacidad para construir mitos, y el transcurso del tiempo. En la primera escena analizada, Estrella aprende a manejar el péndulo en el estudio de su padre, en la segunda, Agustín observa a su ex-amante, Laura, en el melodrama Flor en la sombra. Al principio, tanto Estrella como su padre se confabulan con el mito del otro ? Estrella se deja seducir por la imaginaria omnipotencia de su padre, y Agustín por la identidad cinemática de su antiguo amor. Las mujeres, Estrella y Laura, terminan por rechazar su papel en el drama que es su relación con Agustín, mientras que Agustín , privado de los mitos femeninos que le han soportado e incapaz de cambiar, se suicida, dejando a Estrella el péndulo, símbolo de su perdido poder. Se ve, pues, que la identidad humana (tanto como las identidades cinemáticas) depende de un frágil equilibrio entre el construir mitos y el reconocer que un mito no ofrece mas que una imaginaria estabilidad transitoria: que tendrá que cambiarse con el tiempo, y que tendrá que adaptarse a la continua reconstrucción que exige la paradójica búsqueda de identidad de unos individuos en continua transición

Prospect of Making Ceramic Shell Mold by Ceramic Laser Fusion

Manufacturing prototypical castings by conventional investment casting not only takes several weeks, but also is prohibitively expensive. Z Corporation in USA, EOS GmbH and IPT in Germany employ the techniques of 3DP and SLS respectively to make directly ceramic shell molds for metal castings. Although those techniques dramatically reduce time expenditure and production cost, each layer cannot be thinner than 50 µm because of using powder to pave layers. The dimensional accuracy and roughness of the castings still cannot meet the specification of precision casting. Therefore, in this paper the ceramic laser fusion (CLF) was used to pave layers. Each layer can be thinner than 25 µm, so that the step effect can be diminished and the workpiece surface can be smoother; drying time will be shortened dramatically. Moreover, the inherent solid-state support formed by green portion has the capability of preventing upward and downward deformation of the scanned cross sections. In order to make shell mold which meets the roughness requirement (Rq=3.048µm) of the precision casting, following issues have to be further studied: (1) design a proper ceramic shell mold structure, (2) design a paving chamber for paving a complete green layer which can be easily collapsed, (3) cut down drying time, (4) optimize laser scanning process parameters with the smallest distortion, (5) eliminate sunken area, (6) reduce layer thickness to less than13µm, (7) control power to guarantee the energy uniformly absorbed by workpiece, and (8) develop a method which can directly clean green portion in cavity from gate.Mechanical Engineerin