The Heretic Nature of Al-Qaeda’s Ideology

The purpose of the article is to illustrate the ideological aspect of Al-Qaeda that constitutes the pillar of the organisation based on distinct interpretation of Quran and biased understanding of the meaning of Jihad. The functional method of Al-Qaeda is not simplistic or unsystematic, aimed at a particular target or focused or specific country or region. In my findings, it is evident that the formation of such transnational organisation couldn’t have been revealed without political Ideology with its manifesto and the mechanism to spread its messages all over the world. As well, the article reveals that it will not be correct to put Al-Qaeda among the category of the classical terror groups as I have shown in the article as a comparison. Moreover, Al-Qaeda is not similar to any categories of political actor; since the distinction between Jihad and waging war has always been differentiated in the context of Political Islam. Furthermore, my finding reveals the heretic ideology of Al-Qaeda which had spread all over the world and has become an enemy to Islam itself. Harmed the reputation of Islam as a religion. Attention on the ideologic context of Al-Qaeda hasn’t been researched well previously, unknown to majority of the experts. Instead, the attention at most has been put on its ground actions, security concerns and counter terrorism. The article reveals Al-Qaeda’s distinct ideology and its dissimilarity with political actors in the Islamic world, as well as with other liberation movements that is helpful to choose correctly on how to fight against terror in smart methods

Le rôle du corps et du contact physique avec l’environnement dans l’éducation à l’écocitoyenneté : en quelle mesure le corps et les apprentissages corporels peuvent-ils devenir des leviers de l’éducation à l’écocitoyenneté ?

In education and communication, the theory of engagement and learning still often draws a dichotomy between the body and cognition. However, it seems that in education for eco-citizenship, requiring an ethical relationship with the environment as well as a moral and political commitment, communication cannot do without an emotional and sensory dimension, therefore bodily, experiences that are really lived, which carry meaning for the ecological commitment. Thus, this thesis is interested in the role of different body learning ("embodied learning") in eco-citizen engagement in activism, in eco-citizen and educational associations. Through interviews and action research conducted in the Alpes-Maritimes we will try to determine what the formation of an eco-citizen relationship with the environment means in concrete terms and how the body takes a political role in this learning. However, this research will also lead us to note the different, even contradictory, conceptions of eco-civic education. Thus the body will sometimes take the place of a tool of ethical and political learning of a "critical and participatory eco-citizenship", and sometimes it will become the vector of a biopolitical and disciplinary instrumentalization where eco-civic education takes on a managerial and depoliticized dimension.Dans l’éducation et la communication, la théorie de l’engagement et de l’apprentissage trace encore souvent une dichotomie entre le corps et la cognition. Or, il semble que dans l’éducation à l’écocitoyenneté, demandant un rapport éthique à l’environnement ainsi qu’un engagement moral et politique, la communication ne peut pas se passer d’une dimension affective et sensorielles donc corporelles, d’expériences réellement vécues, porteuses de sens pour l’engagement écocitoyen. Ainsi, ce mémoire s'intéresse au rôle des différents apprentissages corporels (embodied learning) dans l'engagement écocitoyen dans l'activisme, dans les associations écocitoyennes et éducatives. À travers les entretiens et les recherches-actions menées dans les Alpes-Maritimes nous tenterons de déterminer ce que signifie concrètement la formation d’un rapport écocitoyen à l’environnement et en quoi le corps prend un rôle politique dans cet apprentissage. Or, cette recherche nous amènera également à constater les conceptions différentes, voire contradictoires de l’éducation écocitoyenne. Ainsi le corps prendra tantôt la place d’un outil d’apprentissage éthique et politique d’une « écocitoyenneté critique et participative », et tantôt il deviendra le vecteur d’une instrumentalisation biopolitique et disciplinaire où l’éducation écocitoyenne prend une dimension gestionnaire et dépolitisée

A COGNITIVE ANALYSIS OF EPISTEMICALLY-MARKED DISCOURSE (WITH SPECIAL REFERENCE TO ADVERBS OF OBJECTIVE EVIDENCE)

The paper presents a cognitive analysis of epistemically-marked discourse, with adverbs of objective evidence as an essential constituent. The number of adverbs selected for the examination (evidently, obviously, apparently, clearly) is extended by adding naturally, which, though not acknowledged by many linguists as an evidential adverb, is enlisted here due to a number of indicators showing its semantic closeness to the target group of adverbs. In the discussion concerning the distinction between epistemicity and evidentiality, it has been suggested that these two categories are not in equal relation to each other, epistemicity standing in the hypernymic relation to evidentiality. The analysis is based on two cognitive concepts: evidential justification and epistemic support. In case of the absence of evidential justification, the information is provided through vertical context. The paper offers a further division of this concept into two types: 1) intravertical context the needed information is drawn out from larger fragments of text;2) extravertical context – the needed information is extrapolated from outside the text