The Extractive Industries Transparency Initiative (EITI) is an international standard to promote open and accountable management of natural resources. By encouraging governments, extractive companies, civil society and the public to engage in discourse around transparency of the extractive sector, it aims to facilitate the management of a country's natural resource wealth to benefit all its citizens. The objective of this report is to present, in a structured form, data categories and their reporting formats, that can be used to standardize information generated under each EITI Requirement. The review conducted for this study included a sample of recent EITI Country Reports, as well as other initiatives and industry standards. 'Good' refers to reporting standards that meet the minimum data to be provided under each EITI Requirement. 'Better' typically refers to reporting standards that are enhancements of data covered under the good category. 'Best' refers to standard formats for reporting data that represent the highest international benchmarks and are considered to provide comprehensive information, beyond the minimum data requirements. The research team recommends a step by step approach to this, starting with a specific set of Requirements, across a number of countries. This would allow the EITI International Secretariat to develop a set of comparable statistics for various reporting entities, as well as start constructing guidelines for EITI implementers.
A growing number of states and municipalities in Brazil rely on results-based management, and many other local and state governments are considering adopting the practice. This paper examines the experiences of the Brazilian states that have implemented results agreements linked to variable pay. The analysis compares current with pre-intervention outcomes in the education, health, and security sectors. The changes are examined in relation to regional trends to determine whether the improvements depart in meaningful ways from the overall trend. In addition, a truncated time-series cross-section model is used to control for several additional factors influencing service delivery outcomes. The results suggest that, at least in the short and medium term, the implementation of results agreements is associated with significant and positive changes in outcomes in the security and education sectors. On average, states using team-level targets and performance-related pay have 15 fewer homicides per 100,000 inhabitants than those that do not, all else equal. Similarly, states that have introduced performance agreements and a bonus for teachers and school staff have improved their Basic Education Development Index score for public secondary schools by 0.3 additional points compared with the scores of states with similar characteristics. The conclusions are in line with the findings of in-depth impact evaluations and case study work in the education and security sectors (Bruns, Evans and Luque 2011, Milagres de Assis 2012). The paper does not analyze unit or team level data, which would be necessary to draw more rigorous conclusions about how results-based interventions affect the behavior of civil servants and outcomes over time. Therefore, the results should be interpreted with caution, as some of the assumptions behind the models cannot be examined with the available data.
Integration of knowledge with lending is an enduring theme in World Bank strategies at the corporate and country levels. It rests on the widely shared proposition that Bank lending instruments could be more relevant and produce better results if they incorporate key analytical, country level knowledge. To be successful, development interventions must be informed by evidence, and evidence comes from knowledge. This is the idea behind Bank as a 'solutions bank,' integrating financial instruments and knowledge products into 'development solutions' that deliver results. A recent Independent Evaluation Group (IEG) evaluation suggests that the Bank's broad economic and sector work and technical assistance strongly inform Bank lending strategies (IEG 2008). PERs, for the purpose of this learning product, are identified as Bank knowledge products with a specific reference in their titles as Public Expenditure Review, whether they are multi-sector or single sector public expenditure reviews. They also include other analytical documents which deal with public expenditure issues, be they public finance reviews, studies of specific expenditure and debt issues, and even Country Economic Memoranda (CEMs) with a special focus on public expenditures. This broad definition should capture much (though not all) of the public expenditure-related analytical work at the Bank. Arguably, efficiency and allocation issues important in the design of DPOs and the reforms they support can only be addressed by such integrative, not partial or silo-type knowledge of specific subsector expenditures (e.g., tertiary education expenditure review).
The Marrakesh action plan for statistics (MAPS) was created in 2004 as an important component of an informal partnership whose main goal is to help develop and strengthen national statistical systems through six specific actions with target dates aiming to prepare the way for sustainable improvement in statistical capacity. The objectives of the evaluation are: (i) to assess the effectiveness, efficiency, and sustainability of the five partnership programs; (ii) to assess the extent to which MAPS actions remains relevant to the statistical capacity; and (iii) to provide guidance on how support for statistical capacity can be strengthened and made more effective under the Busan action plan for statistics. This report presents the results of a light evaluation of the partnership effort between the World Bank, through the development grant facility (DGF), and a number of key agencies involved in the building of statistical capacity in developing countries under the MAPS. This evaluation covers the five largest partnership programs which include the international household survey network (IHSN), the accelerated data program (ADP), the preparation of national strategies for the development of statistics (NSDSs), the urgent improvement in key statistics, including gender statistics and the support given to countries to participate in the 2010 census round.
Doing business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting 10 areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. In a series of annual reports doing business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 183 economies, from Afghanistan to Zimbabwe, over time. This economy profile presents the doing business indicators for Kazakhstan. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2011 (except for the paying taxes indicators, which cover the period January December 2010).
Doing business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting 10 areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. In a series of annual reports doing business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 183 economies, from Afghanistan to Zimbabwe, over time. This economy profile presents the doing business indicators for United Kingdom. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2011 (except for the paying taxes indicators, which cover the period January-December 2010).
Doing business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting 10 areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. In a series of annual reports doing business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 183 economies, from Afghanistan to Zimbabwe, over time. This economy profile presents the doing business indicators for Uzbekistan. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2011 (except for the paying taxes indicators, which cover the period January-December 2010).
This tenth edition of Doing Business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting eleven areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, resolving insolvency and employing workers. Doing Business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 185 economies, from Afghanistan to Zimbabwe, over time. The indicators are used to analyze economic outcomes and identify what reforms have worked, where and why. This economy profile presents the Doing Business indicators for Kazakhstan. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2012 (except for the paying taxes indicators, which cover the period January - December 2011).
The issue note discusses the rationale for, and presents the initial results of an innovative method of governance support conducted through the preparation and implementation of Poverty Reduction Strategy (PRS) in fragile states. The experiment was conducted in the context of an action and learning program on governance in fragile and conflict affected countries. The note first examines the political economic framework prevailing in fragile states, and particularly the neopatrimonial dynamics which structure political agents behavior, as they have been studied, notably, by Chabal and Daloz; Douglass North, John Wallis and Bary Weingast; and Margaret Levi. The note looks at the relatively brief history of PRSs and notes that they have been reviewed from a classical economics perspective: whether the PRSs' proposed policies 'got it right.' It argues that an institutionalize perspective, on the other hand, will rather look at the institutional processes from which the PRSP is developed, and concludes that PRS support will be more effective if it is focused on issues of methodology and process facilitation rather than analytics. The last chapter describes, in operational terms, the type of PRS support that has been provided through the experiment in the Cote d'Ivoire case: methodological support and process facilitation were provided for the preparation of the PRS policy matrices and the design of its monitoring and evaluation system. It concludes by proposing a set of results that can be monitored to assess the impact of this type of approach, not only for governance in the meaning of the capacity of a state to develop and implement policies, but also for governance in its broader, more traditional meaning.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
AN ANALYSIS OF THE RELEVANCE OF ENGLISH MATERIALS IN TEXTBOOK ENTITLED "PATHWAY TO ENGLISH" FOR SENIOR HIGH SCHOOL GRADE X TO THE 2013 CURRICULUM Laras Ratnasari English Study Program FBS Surabaya State University larasratnasari@gmail.com Ririn Pusparini, S.Pd., M.Pd. Lecturer of English Study Program FBS Surabaya State University rrn.puspa@gmail.com ABSTRACT Recently, by Peraturan Pemerintah No.32 Th. 2013 the educational system of Indonesia has launched the 2013 curriculum. Due to the new launched curriculum, there are several changes in some parts of education, including the material. Textbook is one of the materials which have to give deep attention. A research from McGrath (2006) showed that mostly English language teacher use textbook as their main sources of teaching. Therefore, textbook should be matched with curriculum applied. However, selecting the best textbook is considering difficult for some teachers. Although there are many textbooks which are claims suitable with the 2013 curriculum, there is no guarantee whether the textbook is relevant to the standard competences of the 2013 English curriculum. To solve this problem, the researcher focused this study: 1) to describe the relevance of the materials in textbook entitled "Pathway to English" to the 2013 English Standard Competence in term of cognitive aspects, 2) to describe the relevance of the materials in textbook entitled "Pathway to English" to the 2013 English Standard Competence in term of psychomotor aspects. This study was designed in descriptive qualitative research. The instrument used to collect the data is observation in the form of checklists. After being analyzed, it is found that all chapters in the first semester successfully cover the indicators of cognitive aspects in the basic competences three. Meanwhile, some of the materials are irrelevant in terms of psychomotor aspects. After all, the researcher argues that this textbook is still appropriate to be used, since the materials are mostly relevant with the 2013 curriculum. This textbook is still suitable to be used in order to help teacher and students in the process of teaching and learning. Key words: analysis, relevance, materials, textbook, the 2013 Curriculum ABSTRAK Baru-baru ini, melalui Peraturan Pemerintah No.32 Th. 2013 pemerintah Indonesia meluncurkan kurikulum 2013. Karena adanya peluncuran kurikulum baru ini, ada beberapa perubahan dalam beberapa bagian di sistem pendidikan termasuk di material. Buku teks adalah salah satu material yang harus diberi perhatian. Riset dari McGrath (2006) menunjukan bahwa sebagian besar guru bahasa Inggris menggunakan buku teks sebagai sumber utama dalam mengajar. Oleh karena itu, buku teks haruslah sesuai dengan kurikulum yang berlaku. Namun, memilih buku teks terbaik itu tidaklah mudah bagi beberapa guru. Meskipun banyak buku yang mengklaim sesuai dengan kurikulum 2013 namun, tidak ada jaminan apakah buku itu benar-benar relevan dengan kompetensi dasar dari kurikulum 2013. Untuk mengatasi masalah ini, peneliti memfokuskan penelitian ini: 1) untuk mendeskripsikan kesesuaian material buku teks berjudul 'Pathway to English' dengan kompetensi dasar bahasa Inggris kurikulum 2013 sesuai dengan kognitif aspek, 2) untuk mendeskripsikan kesesuaian material buku teks berjudul 'Pathway to English' dengan kompetensi dasar bahasa Inggris kurikulum 2013 sesuai dengan psikomotor aspek. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan untuk mengumpulkan data adalah observasi dalam bentuk checklist. Setelah dianalisis, ditemukan bahwa semua bab dalam buku teks ini dapat memenuhi semua indikator dari kognitif aspek dalam kompetensi dasar tiga. Sedangkan, sebagian material ada yang tidak sesuai dengan psychomotor aspek. Meskipun demikian, peneliti berargumen bahwa buku teks ini masih cocok untuk digunakan, karena sebagian besar materinya telah sesuai dengan kurikulum 2013. Buku teks 'Pathway to English' ini masih bisa digunakan untuk membantu guru dan murid dalam proses mengajar dan belajar. Kata kunci: analysis, relevance, materials, textbook, the 2013 Curriculum Introduction Realizing the importance of English language in globalization era, recently, Indonesian government has implemented English subject into the academic curriculum as a compulsory subject to be taught in Junior and Senior High school. Recently, by Peraturan Pemerintah No.32 Th. 2013 the educational system of Indonesia has launched the 2013 curriculum. This new launched curriculum is a school based curriculum, an operational curriculum which is constructed, developed, and implemented by each education unit (school). The aim of this curriculum is preparing Indonesian people to be religious, productive, creative, and innovative. Furthermore it is hoped that they also can give contribution for their social life, nation, country and world civilization. Due to the new launched curriculum, there are several changes in some parts of education. As stated by Richards (2001:103), Curriculum changes are of many different kinds. Curriculum may affect teachers' pedagogical values and beliefs, teachers' understanding of the nature of language or second language learning, or their classroom practices and the use of teaching and learning materials. Among several changes in education parts teaching material also need to be adjusted because it is one of the most important factors in teaching and learning process. This argument is supported by Richards (2001). He argues teaching materials are regarded as a key factor in most language programs. Teaching materials can be developed from many learning sources, one of it is from textbook, thus, it also need special attention regarding its changes toward recent applied curriculum. The adjustment of textbook to the recent curriculum should be conducted because English teachers tend to display a strong reliance on textbook usage. In a research by Richards, Tung & Ng as cited by Lawrence (2011) they conducted a research with 149 local secondary school English teachers, it was reported that textbook were one of the primary sources of teaching material. Only 28% of the total respondents have claimed that they have made a significant use of self-developed teaching materials. In addition for the use of textbook in English language teaching, the research from McGrath (2006) also showed that mostly English language teacher use textbook as their main sources of teaching. The study involved 75 teachers of English, mainly English teachers of secondary schools, and several hundreds of secondary school students. It was found that teachers mostly think that the use of textbooks is important. The wide use of textbooks in the local ELT classroom is understandable as given the fact that material (textbooks) are not simply the everyday tools of the language teacher, they are embodiment of the aims, values and methods of the particular teaching and learning situation (Hutchinson: 1987). A good textbook should be reflected the curriculum which is applied. It is because there is a strong relationship between both of them. The relationship of textbook and curriculum can be described as water and fish, or as the two sides of coin, two but one, one but two (Tarigan and Tarigan, 1986: 66). It should be matched with the goal of the curriculum and be able to support curriculum and facilitate the process of teaching and learning. Every curriculum has their own goals which have to be reached by students as the sign of their success and expertness in their education. One of the goals in curriculum is instructional objective. It describes what behavior and ability that the students need to reach after teaching and learning process. Instructional objective should depict the learning objective which is expected from the students. The learning objective which is expected is behavior change of the students. The forms of students' objective behavior are classified into three domains by Bloom et. al.(1956). They named it as "The taxonomy of educational objectives". Objectives could be placed in one of three major domains or classification; (1) Cognitive, (2) Affective, and (3) Psychomotor. Thus every textbook written nowadays should be applied those three objectives as one of qualification of a suitable textbook based on 2013 curriculum because it is the recent curriculum applied in Indonesia. Despite the need of a suitable textbook for teachers and students, selecting an appropriate textbook with a good quality and curriculum matched is not easy. Cunningsworth and Green in Lawrence (2011) stated that the increasing of textbook on the market makes it difficult to choose the right textbooks. Therefore, the selection of textbook should be conducted seriously because it can have massive impact on the teaching and learning process as teachers would make references to the textbooks. (Cunningsworth, Harmer, McGrath in Lawrence, 2011). One wrong step in choosing an appropriate textbook can lead into the failure in teaching and learning process. It is supported by Mukundan (2007) that the quality of a textbook might be so important that it can determine the success or failure on ELT courses. Unfortunately, not all textbooks are written in a good quality in terms of its appropriateness with teacher and students' need or its compatibility with applied curriculum. Teachers as the determiner of teaching process in class sometimes careless in choosing the right textbook for their students. In line with this argument, McGrath (2002) showed that textbooks are often purchased without careful analysis. Frequently, a textbook selection is not based on its intrinsic pedagogical value, but the perceived prestige of the author or the publisher, or skillful marketing by the publishers. The books are printed in attractive covers or teachers only blindly use the best-selling textbooks which are used in many other places. (McGrath 2002) It is regrettably consider the significant of textbook in teaching and learning process. There are various textbook written by expert writers which are claimed based on the 2013 curriculum. However, though the textbook written by professional writers are usually of good quality in terms of organization, packaging and design, they tend to be lacking in qualities of being creative and imaginative (Tomlinson, 2003). Besides, the urgency to evaluate ELT textbooks written for the new curriculum on its pedagogical fitness with the recommended instructional objectives has become an urgent concern as many local English teachers have displayed heavy reliance on textbooks in their daily teaching (Lawrence, 2011). There are some previous studies related to the textbook analysis. Some of them are Widiarto (2009) and Fauzi (2012). They analyse the relevance of textbook materials with 2006 English Standard Competence. Widiarto (2009) found that there are some conformity of the text materials in the textbook. However, not all of the text materials which are suggested in standard isi 2006 are developed in four language skills in the textbook. Meanwhile, Fauzi (2012) found that all of reading materials are not relevant to the 2006 English Standard Competence. It did not provide any explanations, examples, and exercises in order to make the students really understand about the texts being learnt. Thus, it is proven that not all the textbook used are relevant to the curriculum. In addition, although the 2013 curriculum is already applied in Indonesian education system, there is still lack analysis of textbook which based on the 2013 Curriculum, since the 2013 curriculum is still fresh launched in 2013. According to those reasons stated, this study is aimed to analyze and figure out the relevance of materials of English textbook entitled "Pathway to English" for Senior High School published by Erlangga with the 2013 English Standard Curriculum in terms of Cognitive and Psychomotor aspects. RESEARCH METHOD Since this study deals with analysis of the content of the textbook especially in the form of document book, a descriptive qualitative research design will be implemented. Furthermore, Ary, D. et.al (2010: 423) stated that qualitative research mostly relies on words only minor use of numbers. Thus, the data which was derived is in the form of document from textbook then those data were described in the form of words without using statistical calculation. The object and the source of the data of this study is an English textbook entitled "Pathway to English" for Senior High School Grade X Published by Erlangga. This textbook is written by Th. M. Sudarwati and Eudia Grace. The textbook consists of 11 chapters and 248 pages. The materials of each unit are organized into 8 parts; (1) listening, (2) speaking, (3) reading, (4) writing, (5) grammar, (6) values, (7) cultural awareness, and (8) ways to say it. The researcher focused on just one book and all of the activities in the textbook in the scope of first semester, therefore, the research only focused at chapter 1 until chapter 5. The data gained from this research then analyzed using two research instruments. The first instrument was the researcher herself as the main instrument to collect the data. As stated by Ary,D. et.al (2010: 421) The primary instrument used for data collection in qualitative research is the researcher him- or herself, often collecting data through direct observation or interviews. The second instrument was the observation in the form of checklist. The data from this study was collected through several steps of observation. First, the researcher determined the textbook which is going to be analyzed through some survey on various textbooks which claimed based on the 2013 Curriculum on its cover. Second, the researcher read and observed the content of the textbook thoroughly. Third, the researcher will compare the content of the textbook with the 2013 Curriculum in terms of cognitive and psychomotor aspects. After being collected, the data was analyzed through some steps. First, the researcher analyzed the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. Second, the researcher analyzed the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. Third, the researcher described and elaborated the analysis. The last, the researcher determined the conclusion. RESULT AND DISCUSSION The Relevance of 'Pathway to English' Textbook to the 2013 English Standard Competences In this section there will be some example of the tables of observation sheet and also the discussion to figure out the results of the relevance of 'Pathway to English' textbook material with the 2013 English Standard Competences. Each observation sheet for cognitive aspect in basic competence three is consisted of three columns. The first column will be divided into three aspects of the 2013 English curriculum, including Topic, Text structure, Language feature and also Social function. The second column is the example of activity in the textbook which is suitable with the 2013 English curriculum. the last column is the relevance of the material. for tables of psychomotor aspect in basic competence four it is also consisted of three columns but the first column will be divided into two aspects. It is including Topic and indicators only. The researcher used the third and fourth basic competences to analyze the relevance of the textbook material. The basic competences then broke down into sub-basic competences. In the following tables, the sign (√) means that the sub-basic competency and the material are relevant. Meanwhile, the sign (-) means the material are not relevant with sub-basic competence. The Relevance of the Materials with the Cognitive Aspects The table below is the result of the analysis of the relevance of textbook material with the 2013 curriculum in terms of cognitive aspects. Table 1. The conformity of textbook materials with the cognitive aspects The Relevance The Third Basic Competence Relevant All chapters in first semester Partly Relevant - Irrelevant - According to the table above, it can be seen that there is no partly relevant or irrelevant materials in chapter one to chapter five. All the materials in those chapters are relevant to the 2013 English curriculum in terms of cognitive aspects in basic competences three. All materials successfully provided the indicators needed in each sub-basic competence including the topic, the text structure, the language features and also the social function. The Relevance of the Textbook Materials with the Psychomotor Aspects Table 1. The conformity of textbook materials with the cognitive aspects The Relevance The Third Basic Competence Relevant 4.2.1, 4.2.2, 4.3.1, 4.3.2, 4.4.1, 4.4.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2 Partly Relevant 4.1.1 and 4.1.2 Irrelevant - In the table above, it can be seen that there are some materials which are relevant and partly relevant with the psychomotor aspects in basic competence four. The relevant material successfully provided the indicators needed in each sub-basic competence four. The irrelevant materials cannot cover all the indicators in the sub-competences 4.1.1 and 4.1.2 both of the chapters do not include indicators 'Find the purpose of the text' which is one of the indicators of understanding the text. Thus, it can be concluded that the textbook materials is partly relevant with the basic competence four. CONCLUSION & SUGGESTION Conclusion The conclusion from the analysis can be subtracted into two points. The first point is the materials in the textbook 'Pathway to English' are all relevant with the cognitive aspects which are contained in the 2013 English Standard Competence. There are ten analysis tables for basic competences three. From all the ten tables, the researcher found that all the materials are relevant to the sub-competences in basic competences three. Therefore, the researcher concluded 'The Pathway to English' English textbook is relevant to the 2013 English curriculum in terms of cognitive aspects which are shown in basic competences three. Meanwhile, in the second point the researcher concluded that the materials in the textbook 'Pathway to English' are quite relevant with the psychomotor aspects in the 2013 English Standard Competence. There are twelve tables for the analysis of basic competences four. From twelve tables, there are two tables which showed that the materials in this textbook are not fully relevant to sub-competences which are tables for sub-competences 4.1.1 and 4.1.2. Another ten tables showed that the materials are relevant because it contains the materials for the sub-competences. According to the analysis above, the final conclusion states that material in the textbook 'Pathway to English' is still quite relevant with the 2013 English curriculum in terms of cognitive and psychomotor aspects. Since, the researcher found the materials which are relevant to sub-basic competence are more than the irrelevant one. Therefore, the researcher argues that this textbook is appropriate to be used as the aid material in English teaching and learning process. Suggestions After the analysis of this textbook 'Pathway to English', the researcher would like to give suggestions for: a) For teacher, they should be aware of what kind of textbook which is most suitable with their need. Since the process of teaching and learning depend on the curriculum, the teacher should be selective and careful to choose the most suitable textbook which covers the curriculum aims. The selected textbook should support the curriculum to achieve the instructional objectives. b) For the textbook writers/publishers, they have to apply the criteria in developing the materials. For this period of time, the materials should be in line with the 2013 English Standard Competence stated in the 2013 curriculum. Furthermore, the writers/publishers should be able to serve the high quality textbook which is able to fulfill all of the indicators, topics, language features, text structure and the social functions related to the competences. c) For the textbook writer of 'Pathway to English', they should concern more in conducting questions related to sub-competences understanding the texts. In order to be able to cover all the indicators stated in the sub-competences. d) For further research, the researcher hopes that in the future there will be another research regarding to analyze textbook with the 2013 Curriculum. The next researchers can conduct their research for the same textbook but focus on the activities in second semester. Otherwise, they can conduct research for another textbook with different grade. REFERENCES Ary, Donald. et.al. 2010. Introduction to Research in Education.Canada: Wadsworth, Cengage Learning. Bloom B. S. 1956. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Byrd, P. 2001. Textbook: Evaluation for Selection and Analysis for Implementation. In M. Celce-Murcia (Eds.), Teaching English as a Second or Foreign Language (3rd ed., pp. 415-427). US: Heinle&Heinle. Fauzi, Arif. 2012. An analysis of Reading Materials in "Interlanguage: English for Senior High School Students XI (Science and Social Study Programme)" Published by The National Education Departement as An Implementation of The 2006 English Standard Competence. UNESA: Unpublished Thesis. Hutchinson, T. 1987. 'What's Underneath?: An Interactive View of Materials Evaluation'. In L. Sheldon. (Ed). ELT Textbook and Materials: Problems in Evaluation and Development (pp. 37-44). Oxford: Modern English Publications. Lawrence , W. 2011. Textbook Evaluation: A Framework for Evaluating the Fitness of the Hongkong New Secondary School (NSS) Curriculum. Department of English City University of Hongkong: Hongkong. McGrath, I. 2002. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburg University Press. Mukundan, J. 2007. Evaluation of English Language Textbooks: Some Important Issues for Consideration'. Journal of NELTA, Vol 12 No1&2: 80-4. Peraturan Menteri Pendidikan Dan Kebudayaan No.69 Th. 2013 . 2013. Kerangka Dasar Dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah. Jakarta: Mendikbud. Richards, Jack. 2001. Curriculum Development in Language Teaching. USA: Cambridge University Press. Tarigan, H. G and Tarigan, D. 1986. Telaah Buku Teks Bahasa Indonesia. Bandung Angkasa. Tomlinson, B. 2003. Developing Materials for Language Teaching. London: Continuum. Widiarto, Yos. 2009. A Study On The Relevance of English Textbook "Look A Head" Materials with Standar Isi 2006. UNESA: Unpublished Thesis.
This thesis deals about jūdō, with jūdō as the transcription of the Japanese word 柔道 and the abbreviation of Kōdōkan jūdō講道館柔道 the method founded in 1882 by Kanō Jigorō嘉納治五郎(1860-1938). More specifically, it comes to exploring and analyzing how he defined judo, without involving other contemporary or later interpretations. We explored the intimate connection between the creation and the creator, trying to understand what was the motivation of this man, how he structured his method, why he did it this way. We also analyzed its speech – should we say speeches – about judo. In other words, we focused on judo as the work of a man driven by his ideas, ideals and. character!In three parts, the first devoted to the process, the second on method and the third on the Discourse on Method, as well as the evolution during about sixty years, we attempted to clarify the process of creation, to distinguish between the legacy and contributions, the discourse and practice, to enable the historian, the sociologist, the educator, the philosopher, to better observe how the experience of a young idealist man (Kano Jigoro was 21 years old when he created Judo) became a global discipline. ; Cette thèse traite du jūdō, où jūdō est la transcription du mot japonais 柔道 et l'abréviation de Kōdōkan jūdō 講道館柔道, la méthode fondée en mai 1882 par Kanō Jigorō 嘉納治五郎 (1860-1938). Plus précisément, il est question d'explorer et d'analyser comment ce dernier définit le jūdō, sans y mêler les interprétations autres, contemporaines à cette création ou postérieures. Il s'agit de creuser le lien intime entre la création et le créateur, d'essayer de comprendre quelle a été la motivation de cet homme, la façon dont il a structuré sa méthode, les raisons pour lesquelles il l'a fait de cette manière, ainsi que d'analyser le – ou plutôt les – discours dont il l'a entourée ; en d'autres termes, il s'agit de se concentrer sur le jūdō comme l'œuvre d'un homme poussé par ses idées, ses idéaux et… son caractère !Il ne s'agit pas, en revanche, d'aborder cette étude sous l'angle du jūdō comme fruit d'un contexte social, historique et culturel particulier, dans un Japon dont la situation intérieure comme internationale connaît sur cette période de profonds changements, ou dans un contexte qui voit la mise en place, en Occident, de l'éducation physique, du sport, des Jeux Olympiques ou d'initiatives de méthodes de formation globale pour la jeunesse. Le judo est aujourd'hui mondialement connu et pratiqué. Au travers de sa diffusion, c'est un peu de la culture japonaise, réelle ou fantasmée, qui s'est répandue.Mais qu'est-ce que le judo ? Quelle est – était ?– son ambition réelle ? Ce sont là des questions sur lesquelles personne ne semble s'être encore réellement penché et à laquelle nous avons essayé de répondre.Apprécié des savants de renommée internationale – c'est ainsi qu'en France il s'impose au travers de la fascination qu'il exerce dans les années 1930 sur des gens comme Frédéric Joliot –, qui y voient une science de l'exploitation des principes physiques et mécaniques, tout autant que des forces de police (qui y trouvent un facteur de leur sécurité), des éducateurs et pédagogues (qui y voient pour leurs élèves un bon moyen d'apprendre à se confronter sans grand danger, ainsi qu'à gagner en maîtrise de soi et en confiance), des passionnés d'arts martiaux (qui y recherchent un message ésotérique ou simplement une attitude « traditionnelle »), des sportifs (qui s'intéressent à l'activité physique et aux compétitions sportives), des férus de self-défense ou de combat dit « réel » (qui y recherchent les clés de l'efficacité), le judo apparaît multi-facettes. Il jouit, auprès du grand public, d'une image positive et nombre de parents souhaitent y inscrire, au moins un temps, leurs enfants, pour toutes les raisons évoquées et pour cette aura globalement « éducative » qui l'entoure.Ainsi, ceux qui se rendent dans un dōjō de judo, et y revêtent un « kimono » font bien en apparence la même chose, y mettent parfois la même énergie, souvent la même passion, mais leurs mots pour décrire le judo/jūdō et leur recherche diffèrent tant qu'il semble parfois impossible de concilier leurs discours. Le judo apparaît alors sans unité, sans identité.Répertorier et croiser ces différentes conceptions d'une même activité constituerait un passionnant ouvrage sociologique, mais pour comprendre ce qui les unit au-delà des divergences apparentes, il est une question non encore résolue : qu'était le jūdō à l'origine ? Comment a-t-il été conçu ? Pour répondre à cette question, il faut remonter dans le temps, plus précisément d'un peu plus de 120 ans.120 ans, c'est peu. Pourtant la recherche, le voyage aux sources du judo n'est pas sans difficulté. Ainsi le judo appartient-il, d'une certaine manière, à la sphère dite des « arts martiaux », un domaine qu'il s'agit d'aborder avec beaucoup de précautions, avec objectivité (et donc distance) mais sans en laisser échapper les éléments essentiels (ce pour quoi l'intimité peut être un atout).La formation universitaire m'a ouvert les clés de la langue japonaise, de la compréhension des textes, et surtout de la méthode et de l'attitude du chercheur. La fréquentation assidue des dōjō (depuis 25 ans), un 4e dan [au moment de la soutenance de la thèse] et des responsabilités dans la vie du judo au niveau local (secrétaire général de la ligue de Paris) m'ont offert de porter un regard particulier et prolongé sur la discipline.En trois parties, la première consacrée à la démarche, la deuxième à la méthode et la troisième, au discours de la méthode, ainsi qu'à l'évolution de celui-ci sur presque soixante ans, il s'agira de clarifier le processus de formation, de faire la part entre l'héritage et les apports, le discours et la méthode, afin de permettre à l'historien, au sociologue, au pédagogue, au philosophe, de mieux observer comment l'expérience d'un jeune homme (Kanō Jigorō a 21 ans lorsqu'il crée le jūdō) idéaliste est devenu une discipline planétaire.EXPLICATION DES RECHERCHES PREALABLES A LA REDACTION Il était essentiel, devant la multitude des discours qui entourent le judo, d'aller chercher au plus près des sources, dans le temps comme dans l'espace, les indices laissés par Kanō Jigorō, le but étant d'offrir la vision la plus claire possible de l'ambition première du jūdō au travers d'une démarche universitaire fondée sur l'étude des écrits des générations précédentes. En 1999, lorsque j'ai débuté cette étude, je ne savais pas si Kanō Jigorō avait écrit ou non. Non seulement aucun texte de sa main ne circule en Occident – il y a bien, en annexe de Le jūdō, école de vie 4 , un texte, présenté comme étant la transcription d'un discours prononcé par Kanō Jigorō mais il est absolument inexploitable d'un point de vue scientifique puisqu'on ne sait ni dans quelle langue, ni à quelle date, ni dans quelles circonstances, il aurait été prononcé – mais, au Japon même, tous les professeurs interrogés semblaient l'ignorer ou, du moins, ne pas savoir comment y avoir accès. Il m'est ainsi vite apparu que le problème des sources représenterait la plus grosse difficulté technique de ce travail. J'ai donc commencé par essayer de me constituer un corpus réunissant témoignages et études sur l'histoire du jūdō. En langues occidentales, du moins dans celles qui me sont accessibles – français et anglais – je n'ai rien trouvé. Il y a bien sûr quantité de livres techniques, mais aucune étude sur la démarche de Kanō Jigorō. Une première bonne surprise toutefois : la découverte à la Bibliothèque nationale de France de deux écrits de Kanō Jigorō rédigés en anglais : le premier, Jiujutsu (柔術), the old samurai art of fighting without weapons , et le second Judo (Jūjutsu). Restaient les documents en langue japonaise. Laisser de côté toutes les publications techniques pour se concentrer sur les études historiques est un travail décevant : la plupart des livres historiques sur le jūdō sont des biographies de Kanō Jigorō et non des études de sa démarche, de son discours ou de la méthode. Néanmoins désireux d'approfondir cependant ma connaissance de l'homme, je passai de longs mois à étudier la vie de Kanō. J'hésitai même alors – faute de trouver les sources qui m'étaient nécessaires – à concentrer et réorienter mon travail sur l'homme plutôt que sur sa création. Leur lecture consciencieuse m'a cependant permis une découverte inattendue : l'unité des discours, jusque dans la formulation, laissant deviner qu'ils avaient puisé à la même source, qu'il devait exister un texte original, probablement écrit de la main de Kanō Jigorō. J'ai d'abord découvert un premier recueil de textes, organisé par thèmes et composé de trois tomes pour environ 1500 pages. Récent, mais au tirage confidentiel, il est difficile à trouver. Il est l'une des sources essentielles de mon travail de DEA consacré aux combats pour l'éducation menés par Kanō Jigorō dans les années 1882-1898. Par la suite, la bibliothèque de la Diète et surtout les librairies d'occasion du quartier Jinbochō à Tōkyō m'ont livré leurs trésors, et j'ai pu constituer un corpus de 575 textes de la main de Kanō Jigorō pour un total de 5000 pages. La découverte, dans un carton non déballé en provenance directe de l'éditeur, sous les étagères poussiéreuses d'une de ces fameuses librairies, d'un recueil en quinze tomes, dont je connaissais l'existence mais que je n'avais jamais pu consulter, a été déterminante !La plupart sont des articles, d'autres des transcriptions de discours ou encore des préfaces, certains font une page, d'autres plus de 200. La période couverte va de 1888 à 1938 et les thèmes abordés sont très larges : le jūdō, bien sûr, mais aussi sa vie, l'éducation, la politique, les relations internationales, des impressions de voyage… PRESENTATION DES PRINCIPES METHODOLOGIQUES A partir du corpus finalement constitué, j'ai pu me concentrer sur les textes en rapport avec le jūdō, et proposer une analyse de la façon dont Kanō le conçoit, de manière non à en explorer tous les aspects, mais en m'efforçant de constituer un socle sur lequel appuyer les recherches futures dans le domaine. De prime abord, la lecture de ces différents textes est source de confusion. En effet, les définitions du jūdō se succèdent, les explications concernant son rôle, ses buts et objectifs ne cessent d'être modifiées. Ainsi, si dégager des thèmes fut ma première tentation, ce ne fut pas la plus fructueuse. C'est pourtant l'exercice auquel se prêtent tous les auteurs et éditeurs. Or, j'avais pu noter que tous ne retiennent qu'une part de ces définitions et toujours la même. Mon hypothèse a donc été qu'il devait s'agir là d'une sorte d'état final de la pensée du fondateur. Pour m'en assurer, j'ai comparé trois textes : le plus ancien texte de présentation complète du jūdō par Kanō Jigorō – une conférence de 1889 9 – et le plus récent, une autre conférence datant de 1938 10 , soit quelques semaines avant sa mort. J'en ai ajouté un troisième, d'une part parce qu'il était à peu près à égale distance dans le temps des deux autres (publié en série entre 1915 et 1916), d'autre part parce qu'il se veut une présentation complète du jūdō. La comparaison de ces textes, tant dans le fond que dans la forme s'est révélée éclairante, l'évolution de la pensée apparaissant nettement. Classer les textes dans leur ordre chronologique permet de démontrer que le jūdō n'a pas, pour Kanō Jigorō, plusieurs définitions à la fois, mais bien une en fonction des périodes et qu'il ne revient (pratiquement) jamais sur l'une d'elles une fois passé à une nouvelle formulation, pas plus qu'il n'explique comment et pourquoi il est passé de l'une à l'autre. Ainsi l'organisation chronologique de ces textes, de 1888 à 1938, à laquelle je me suis attelé, donne soudain la vision d'une pensée en marche qui évolue d'un texte à l'autre de manière perceptible, et à la compréhension de laquelle tous les écrits peuvent enfin contribuer. Mon travail a alors consisté à constater et répertorier ces différentes étapes puis à essayer de comprendre comment et pourquoi Kanō Jigorō a pu passer de l'une à l'autre en prenant pour indices les faits, les anecdotes, évoqués dans ses différents textes. Il m'a semblé pertinent de présenter les conclusions auxquelles j'ai abouti selon une logique personnelle, reconstruite à partir de cette étude, et selon le découpage suivant : une première partie consacrée à la démarche de Kanō Jigorō, une deuxième à la méthode, sa structuration, ses éléments, leur construction et rôles, et une troisième aux discours, et évolution de ceux-ci, sur la méthode et démarche. Ainsi, la première partie consacrée à la démarche resitue-t-elle d'abord le jūdō dans l'histoire du combat – armé ou non, duel ou sur le champ de bataille, réel ou rituel – au Japon avant de s'intéresser au caractère de Kanō. Puis je retrace le parcours conceptuel de celui-ci, qui le mène de jū, « l'adaptation », à seiryoku zen.yō, « bonne utilisation de l'énergie », au travers de phases conceptuelles et formulations intermédiaires.La deuxième partie, qui concerne la méthode, décrit et explore le jūdō tel qu'il doit se pratiquer dans les dōjō pour Kanō : kata, randori, mondō, kōgi. Je les définis comme étant quatre piliers de la pratique qui concernent trois domaines : celui du combat, celui du corps, et celui de l'intelligence et de la morale, domaines auxquels sera ajouté à partir de 1915 et plus précisément encore à partir de 1922, un quatrième, celui de l'application dans la vie quotidienne des principes du jūdō. Quatre piliers, trois domaines et enfin trois éducations : l'éducation physique, l'éducation intellectuelle, et l'éducation morale.La troisième partie concerne le discours. Discours qui connaît trois grandes périodes : la première est marquée par son absence, où plutôt la seule promesse d'un idéal social, jusque 1915 ; la deuxième consiste en une période normative, jusque 1922 ; la dernière, enfin, est caractérisée par un certain apaisement, s'agissant d'inviter simplement à la réflexion d'abord de manière fortement incitative, puis plus discrètement et légèrement. Ce discours, foisonnant et souvent indissocié, je l'analyse enfin selon trois cercles contextuels : celui du combat, celui de l'attitude quotidienne, et celui de l'idéal. CONCLUSION DU TRAVAIL DE RECHERCHESi l'étude des textes m'avait permis de recenser des faits, des intentions, des colères, des étonnements, des explications, des discours, il restait à les organiser. C'est cette méthode de travail qui justifie le titre définitif : « Kanō Jigorō et l'élaboration du jūdō » car je propose de découvrir comment, petit à petit, pierre après pierre, choix après choix, Kanō construit le jūdō. Organiser les éléments est déjà source de découvertes mais c'est leur analyse qui s'est révélée la plus fructueuse. Et c'est dans ce cadre que l'idée qui est devenue le sous-titre, le « choix de la faiblesse », s'est imposée, d'abord timidement, puis de façon de plus en plus obsédante jusqu'à devenir une sorte d'évidence en comparant les faits, anecdotes et récits de Kanō. Le « choix de la faiblesse » est la thèse que je propose, c'est ma lecture du jūdō et du système de pensée de Kanō.Le jūdō est conçu pour que le faible, s'il utilise habilement ses ressources et le contexte, ait une chance de se trouver en position de force, et aussi que le fort agisse avec prudence, conscient que toute situation est relative et temporaire, préparant le temps – qui souhaitonsle lui, ne viendra pas – où il se retrouvera en position de faiblesse. Cette pensée ne conditionne pas seulement la conception et la méthode de combat mais jusqu'à la vision du comportement attendu de l'individu comme acteur social. L'étude des textes montre que Kanō Jigorō portait trois projets distincts tout autant qu'entrelacés, unis globalement dans le mot jūdō. Le premier, c'est l'étude et l'enseignement du principe qui permet l'efficacité. Le second, c'est la mise en application par chacun de ce principe dans la société. Le troisième, c'est la formation de chacun selon son idéal de l'homme et de la société.Le jūdō devait changer l'homme et la société. Cela l'a-t-il fait ? Cela le peut-il encore alors que le jūdō apparaît aujourd'hui tronqué tant dans le discours du fondateur que dans sa méthode ? C'est un autre débat. ; 起草前の研究について柔道に対しての言説は様々である。だから出来るだけ柔道の原点の理想をはっきり理解するように前の世代の文献の研究の基となる学術的方法を通して嘉納治五郎の残した手がかりを得ろうとすることは不可欠である。研究の始まった1999 年私は嘉納が文書を残していたかどうか知らなかった。西欧には何も出版されていなかった。フランス語で書かれた柔道についての本Le jūdō,école de vie1 (『人生の学校としての柔道』)の付録には嘉納の演説を基にした文献があるが、その演説が日本語であったか、他の言語であったか、いつどこでどのような状況で話されたか、全くわからず、学術的には利用出来ない。日本でも多くの柔道の指導者に彼の著作が実際にあるかどこで探したらいいかと聞いても答えを得ることはできなかった。この研究の最も難しい学術的問題はまずは文献を探すことであるということはすぐに分かった。したがって柔道の歴史についての記録や研究の本を集めるべく努力した。自分が読める言語、仏語と英語では何もないことが分かった。柔道の技についての本はたくさんあるが、嘉納治五郎が柔道をどのように構想したかについては何もなかった。ただ、パリの国立図書館でJiujutsu (柔術), the old samurai art of fighting without weapons2 とJudo (Jūjutsu)3 と題された嘉納治五郎の英語の著作を見つけ驚いた。残るは日本語の文献のみとなった。技術に関する出版物は避けて歴史のみを扱う文献を研究しても結果は期待に沿うものではなかった。柔道の歴史の本の大部分は嘉納の伝記であり、彼の仕事、書物、またその方法の研究ではなかった。嘉納治五郎の人生を出来るだけ詳しく知るべく伝記の研究に数カ月を費やした。何冊も真面目に読んでいくうち予期せぬ発見をした。どの著者でも同じことを説明しており、言葉の選び方まで近いので皆同じ原典から本を書いたということが分かった。その原典は嘉納治五郎自身の著作ではないかと考えた。そこで手に入れるのは容易ではなかったが、最近出版された、三巻からなり1500 頁に及ぶテーマ別の嘉納治五郎著作集4 を見つけることができた。1882 年から1898 年に嘉納治五郎が教育のために戦かった過程を追ったこの文献が私の専門研究課程修了論文の基となった。その後国会図書館からも、東京の神保町の古本を扱う書店からも嘉納の文献を手に入れることができ、合計約5000 頁の575 件の文献を集めて研究することができた。埃かぶって開けた形跡のない出版社のダンボール箱の中に15 巻からなる嘉納治五郎体系5 という著作集をある古本屋で発見、これが研究の中核となった。嘉納治五郎の著作の大部分は記事で、その他は演説や序文などである。1 頁だけのものもあり、200 頁以上のものもある。時期としては1888 年から1938 年までで、柔道は当然のこと、彼の生涯や教育や政治や国際関係や旅の印象なども含まれておりテーマは広い。研究方法について揃った資料文献から柔道に関するものに重点をおき、嘉納の柔道構想について分析ができたと考える。すべての側面を研究できたわけではないが少なくとも将来この分野においての調査の基となるものを築こうと力を尽くした。はじめに、これらの様々な文献はそれ自体混乱の源である。実際、柔道の定義は何度も出てくるし、柔道の役割の説明、目的などは次々と修正されていく。なのでテーマを分類したい誘惑にかられたが、それは実りの多いものではなかったし、すでに多くの著者、編集者がしてきたことだった。さて、私はすべての定義において、いつも同じある一部分のみが使われていることに気づいた。というわけで私は、この部分が創立者の完成された思想であるのではないかと仮定した。そのため、三件の文献を比較することとした。まず柔道に関して最も古い講演である1889 年のものより『柔道一班並ニ其教育上ノ價値』1 と、最も新しく、1938 年彼の亡くなる数週間前に行われた講演より、『柔道の根本精神』2。三件目には、この二つの講演のちょうど中間、1915〜1916 年に出版された、柔道の解説として完全な『講道館柔道概説』3 を選んだ。これらの文献を綿密に比較するうちだんだんと思想の進化が見えてきた。そして年代順に整理してみてわかったことは、嘉納にとって一時に複数の柔道の定義はなく、ただ時代に沿ってその定義が変わっていくということ、しかも一度過ぎると過去の定義には戻らず新しい定式に移り、どうして変化したかを説明することもなかったということである。1888 年から1938 年まで年代順の分析から、文献から文献へと進化していく発展中の思想をかいま見ることができ、その進化を理解するために、一見柔道に関係のないほかのすべての文書も助けとなった。そこで私はこれら様々な進化の過程を確認、整理し、その後、これらの文書から事実やエピソードを手がかりに、なぜ嘉納治五郎が次から次へと思想を変えていったのか、理解しようと試みた。この研究から私なりの論理で達した結論は、以下の区分に分けて提示するのが最善であろう。まずはじめに嘉納治五郎という人物の人生、背景、次に柔道の指導方法、その構造化と要素、さらにそれら要素の構成と役割、三番目にこれらについての嘉納の説明とその変化についてである。第一部では嘉納の人柄について語る前に、まず武装あるいは武器なし、決闘か戦場での戦闘、儀式的あるいは実践的など、日本における戦いの歴史上での柔道の歩みについて述べる。柔すなわち「順応」から「精力を有効に使う」という意味の精力善用まで、構想における段階を追って、60 年に及ぶ嘉納の思考の進化をたどる。第二部は指導方法に関してだが、嘉納にとって柔道がどのようにして道場で実践されるべきかを詳しく述べる。形、乱取り、問答、講義が含まれる。これらを実践の四本の柱と定義し、この四点は戦い、身体、そして知性と倫理の三分野にあてはめられる。その後、四分野目として、1915 年とさらに詳しく1922 年に柔道の原理の日常生活への応用が加えられる。このほか、体育、知育、徳育の三つの教育がある。第三部では言説を扱う。談話、論述は三つの重要な時期に分けられる。まずは1915 年までの論述の欠落の時期、あるいは社会理想主義的希望が見えるだけの時期、次に1922 年までの規範を確立した時期、その後は一種の鎮静化があり、ただ熟考を促すようなやり方へと変化する。これらの言説は豊富な上、秩序立っていないが、理想の枠の中に日常の態度、さらにその中に戦闘、というような枠組みに分けて捉え、分析することとする。結論へまだ体系化する必要があるが、この研究で、嘉納の逸話、意図、怒り、驚き、解説や談話などを抜き出すことができた。少しずつ、石をひとつずつ築き上げていくように選り抜きに選り抜きを重ねて嘉納が柔道を構築していった様を見出せる内容にふさわしく、この論文を「嘉納治五郎と柔道の構想」と名づけた。要素を整理することはそれだけで発見の多い作業だったが、それらの分析は最も実り多きものだった。そして論文の副題となった「弱さの選択」は、はじめは遠慮がちではあったが、徐々について離れないような姿で現れ、逸話や談話を通して嘉納の言説を比べると、ついには自明の理となる。「弱さの選択」は私の提案する命題であるが、それは私の柔道と嘉納の思想体系に対する解釈である。柔道は、状況に応じて巧みにその潜在的能力を活用できれば、弱い者でも、強い立場に立つことができるように構想されている。また強い者にとっては、すべての状況は相対的、一時的であることを意識し、弱い立場に立たされる時がくるとすればそれに備えるべく慎重さを持って行動できるように考案されている。この思想は戦闘法だけでなく、社会の一員として求められる個々の振る舞い方にも影響を与えている。この研究より柔道というものの中に、嘉納治五郎は絡み合う三つの異なる計画を組み込んだ。一つには効率さを活かす原理の研究と教育、二つ目には各個人によるこの原理の社会への応用、三つ目には嘉納の人と社会の理想に基づく個人の養成である。嘉納は人と社会を変えるために柔道を創った。それは果たして成功したのだろうか。創立者の目から見て、現在の柔道にはまだ欠けている部分があるのではないか。だがそれはまた別の議論である。
Introducción El uso de la shisha (también conocida en España como cachimba) está extendido mundialmente. Se encontraron revisiones sistemáticas sobre su uso (1), sobre sus efectos en la salud (2–4) y sobre el contenido en tóxicos del humo inhalado (5). Sin embargo, no se encontraron revisiones sistemáticas que recojan y analicen las falsas creencias sobre su consumo. Por tanto, es un tema poco estudiado que hace necesario describir estas falsas creencias para aumentar la evidencia en este ámbito y poder así ampliar el conocimiento sobre la cachimba. Objetivo Realizar una revisión sistemática sobre la existencia de falsas creencias/percepciones de la shisha entre los jóvenes. Métodos En marzo de 2020, se realizó una búsqueda sistemática de la literatura en tres bases de datos (MEDLINE, SCOPUS, y Web of Science Core Collection). Los elementos del acrónimo PICOS de nuestra pregunta de investigación fueron: i) población (P) objeto de estudio fueron jóvenes de 12 a 35 años; ii) la intervención (I) fue que se preguntara sobre falsas creencias acerca del consumo de shisha; iii) comparación (C) no la describimos; iv) el desenlace (O) fue describir estas falsas creencias; y (v) el diseño de los estudios incluidos (S) es descriptivo. Con estos elementos se construyó una ecuación de búsqueda y se redactaron los criterios de selección: población de 12 a 35 años, preguntar sobre falsas creencias acerca del consumo de shisha, ser un estudio descriptivo y estar redactado en español, inglés, francés o chino. Con la ecuación de búsqueda se obtuvieron de las tres bases de datos un total de 105 estudios. Tras un primer análisis de título/resumen se seleccionaron 15 artículos y tras la lectura completa de ellos se excluyeron 6 que no cumplieron con los criterios de selección. Resultados Tras revisar 105 artículos, 9 estudios fueron incluidos en esta revisión. Se han identificado más de una veintena de falsas creencias que han sido agrupadas en cinco temáticas: i) daño para la salud, ii) cantidad de nicotina y adicción, iii) contenido del humo, iv) sabor/aroma a fruta y v) otras creencias. En el ámbito del daño percibido para la salud es donde más opiniones incorrectas se pueden identificar. Es frecuente pensar que la cachimba no es dañina o produce menos daños que el tabaco, incluso se identifican jóvenes que piensan que el daño producido por la shisha está sobrevalorado. También hay bastante confusión con respecto a compartir la boquilla, ya que se piensa que de esta manera no se pueden transmitir enfermedades. Además, muchos de estos jóvenes tienen la percepción de que la cachimba no es adictiva o que lo es menos que el tabaco, de la misma manera que creen que no contiene nicotina o aporta menor cantidad que dicho producto. Añadido a esto, se piensa incorrectamente que las toxinas del tabaco son filtradas en el agua y que el humo no contiene químicos dañinos. Se aprecia también la opinión de que fumar cachimba con sabor/aroma a fruta hace a este hecho más saludable y menos adictivo, incluso que fumar cachimba ayuda a relajarse y a estar delgado. Asimismo, se resalta que fumar cachimba en público está dejando de ser un tabú para la mujer. Por último, se identificaron las creencias que se preguntan con más frecuencia en los cuestionarios y las que se asocian de manera estadísticamente significativa al consumo de cachimba. Conclusión Esta revisión sistemática identificó un gran número de falsas creencias entre los jóvenes acerca de la shisha, lo que hace evidente la desinformación existente con respecto al consumo y a sus efectos sobre la salud en este sector etario de la población. Además, a pesar de las diferencias sociales, culturales y en el uso de la shisha de las poblaciones estudiadas en esta revisión, se puede comprobar como en todas ellas existen unas ideas falsas similares. En España, es muy común el consumo de cachimba en cafeterías o pubs e incluso se ofrece con la compra de un número determinado de bebidas. Esto deja en evidencia la política sanitaria tan permisiva que se aplica y que debe de cambiar por el bien de la juventud. Por tanto, es necesario que se apliquen las medidas legales ya existentes y ampliar las formativas de manera precoz en los adolescentes para que tengan una formación veraz y conozcan los daños que les puede causar a su salud. El objetivo es que no se inicien así en el hábito tabáquico a través de las nuevas formas de consumo consideradas como una moda. Por otro lado, para conseguir que la población estudiada en este ámbito sea más homogénea y aumentar así el grado de evidencia de revisiones como esta, es necesario que se realicen más estudios que valoren estas falsas creencias en un número mayor de países. Para finalizar, entre las limitaciones de esta revisión sistemática, se encuentra que la ecuación de búsqueda es restrictiva, no se hizo búsqueda inversa de bibliografía y la población de estudio de los distintos artículos incluidos es heterogénea ; Introduction The use of shisha is widespread worldwide. We found systematic reviews on its use (1), on its health effects (2-4), and on the toxic content of inhaled smoke (5). However, no systematic reviews were found that collected and analyzed false beliefs about its use. Therefore, it is an under-researched topic and these false beliefs need to be described in order to provide more evidence in this field and increase knowledge about shisha use. Objective The primary objective of this study is to conduct a systematic review on the existence of false beliefs and perceptions of shisha use among young people. Methods In March 2020, a systematic literature search was conducted in three databases (MEDLINE, SCOPUS, and Web of Science Core Collection). The elements of the PICOS acronym in our research question were: the studied population (P) were young people aged 12 to 35, the intervention (I) was to ask about false beliefs about shisha use, comparison (C) was not described, the outcome (O) was to describe these false beliefs, and the design of the studies included (S) was descriptive. With these elements, a search string was developed and the selection criteria were established: 1) population aged 12 to 35 years, 2) questions about false beliefs about shisha use, 3) descriptive studies, and 4) studies written in English, French, Spanish or Chinese. Using the search string, a total of 105 studies were obtained from the three databases. After an initial analysis of titles and abstracts, 15 articles were selected and read thoroughly, after which 6 of them were excluded for not meeting the selection criteria. Results After evaluating 105 articles, 9 studies were included in this review. More than twenty false beliefs were identified and grouped into five categories: health harm, levels of nicotine and addictiveness, smoke content, fruit flavor or aroma and other beliefs. Most of these beliefs relate to the perception of risk to health. It is common to think that shisha is harmless or less harmful than tobacco, or that its negative health effects are over-estimated. There is also considerable confusion regarding sharing the mouthpiece, as it is thought that diseases cannot be transmitted this way. Many young people also believe that shisha is not addictive or that it is less so than tobacco, and that it does not contain nicotine or contains a lesser amount of it. In addition, some think that water filters out tobacco toxins and, therefore, the smoke does not contain any hazardous chemicals. Moreover, some believe that smoking fruit-flavored tobacco makes it healthier and less addictive, or even that smoking shisha helps to relax and stay slim. It is also emphasized that women smoking shisha in public is no longer taboo. Finally, we identified the most frequently asked beliefs in the questionnaires and those statistically significant related to shisha use. Discussion This systematic review identified a large number of false beliefs about shisha use among young people, making evident the existing misinformation in this age group i regarding its health effects. Furthermore, despite the social and cultural differences, as well as those concerning the use of shisha in the populations studied in this review, all of them showed similar misconceptions. In Spain, shisha use is permitted in cafés and pubs, and it is even included for free with the purchase of a certain number of drinks. This shows that the applied health policy is very permissive and must change for the good of the youth. Therefore, it is necessary to implement the existing legal measures and educate adolescents at an early stage so that they can understand the harmful effects of shisha, and avoid the risk of smoking initiation through new fashionable forms of use. Further research should assess these false beliefs in a larger number of countries to homogenize the population studied. This would increase the evidence provided in similar reviews. To conclude, the limitations of this systematic review include that the search string is restrictive, no backward reference searching was conducted, and the study population of the articles included is heterogeneous. ; Introduction L'usage de la chicha (également connue sous le nom de narguilé ou pipe à eau) est répandu dans le monde entier. Nous avons trouvé des révisions systématiques en ce qui concerne la consommation de la chicha (1), ses effets sur la santé (2–4) ainsi que la teneur en substances toxiques de la fumée inhalée (5). Cependant, nous n'avons trouvé aucune révision systématique qui ait recueilli et analysé les idées reçues sur sa consommation. Cela montre donc que les idées reçues concernant la consommation de la chicha est un sujet encore relativement peu étudié et rend nécessaire sa description afin d'apporter de la clarté dans ce domaine et pouvoir ainsi élargir les connaissances sur le narguilé. Objectif Cette recherche a pour but d'effectuer une révision systématique des idées reçues au sujet de la chicha chez les jeunes. Méthodologie En mars 2020, nous avons effectué une recherche systématique de la littérature dans trois bases de données (MEDLINE, SCOPUS et Web of Science Core Collection). Les éléments de l'acronyme PICOS dans notre question de recherche sont les suivants : I) la population étudiée (P) est constituée de jeunes âgés de 12 à 35 ans ; II) l'intervention (I) consiste à interroger les participants sur les idées reçues concernant la consommation de la chicha ; III) la comparaison (C) n'a pas été décrite ; IV) le résultat (O de l'anglais Outcome) consiste à décrire ces idées reçues ; et V) le schéma d'études incluses (S) est descriptif. Ces éléments nous ont permis de réaliser une équation de recherche et de rédiger les critères de sélection suivants : population d'un âge situé entre 12 et 35 ans, poser des questions sur les idées reçues concernant la consommation de la chicha, être une étude descriptive et être rédigée en espagnol, en anglais, en français ou en chinois. L'équation de recherche nous a permis d'obtenir un total de 105 études à partir des trois bases de données. Après avoir effectué une première analyse du titre/résumé, nous avons sélectionné 15 articles et, après leur lecture complète, nous avons exclus 6 d'entre eux car ils ne répondaient pas à nos critères de sélection. Résultats Ces résultats partiels permettent néanmoins, à titre exploratoire, de dégager quelques pistes relatives aux idées reçues. Après avoir examiné en détail 105 articles, seulement 9 études ont été incluses dans cette révision. Il nous a été possible d'identifier plus d'une vingtaine d'idées reçues et de les regrouper en cinq thématiques : risques pour la santé, teneur en nicotine et addictivité, teneur de la fumée, saveur/goût fruité et autres préjugés. C'est en ce qui concerne les effets néfastes pour la santé qu'on a pu trouver le plus d'idées reçues au sujet de la chicha. En effet, une grande partie des jeunes pensent que le narguilé n'est pas nocif et qu'il engendre moins de dégâts que le tabac. Nous pouvons également identifier certains jeunes qui pensent que les dégâts produits par la chicha sont surestimés. On trouve également une grande confusion concernant le partage de l'embout, car l'idée selon laquelle cette pratique ne transmet pas de maladies est également présente. En outre, un grand nombre de ces jeunes ont l'impression que le narguilé n'est pas addictif ou qu'il l'est moins que le tabac, de même qu'ils croient qu'il ne contient pas de nicotine ou qu'il en contient moins que la cigarette. De surcroît, ils pensent à tort que les toxines du tabac sont filtrées dans l'eau et que la fumée ne contient pas de produits chimiques nocifs. Nous avons également relevé une idée selon laquelle le fait de fumer du narguilé au goût/arôme fruité le rendrait plus sain et moins addictif, de même que le fait de fumer le narguilé aiderait à se détendre et à rester mince. L'étude a également révélé que fumer le narguilé en public n'est plus vraiment un tabou pour les femmes. Enfin, nous avons identifié les idées les plus fréquemment interrogées dans les questionnaires et celles qui s'associent de manière significative à la consommation de narguilé. Conclusion Cette révision systématique nous a permis d'identifier un nombre considérable d'idées reçues concernant la consommation de la chicha chez les jeunes, mettant en exergue la désinformation qui existe sur la consommation et ses effets sur la santé dans cette tranche d'âge de la population. Par ailleurs, malgré les différences sociales, culturelles et celles présentes dans l'usage de la chicha chez les populations étudiées dans cette révision, on peut constater que des idées similaires sont répandues dans toutes ces populations. En Espagne, il est très courant de consommer le narguilé dans les cafétérias ou les pubs et il est même offert dans ces établissements pour l'achat d'un certain nombre de boissons. Cela met en évidence les politiques de santé menées dans ce pays qui restent très permissives et qui doivent être changées pour le bien de la jeunesse. Par conséquent, il nous semble nécessaire d'appliquer les mesures légales déjà existantes et d'étendre les mesures de prévention chez les adolescents. Ils doivent avoir de réelles informations et prendre conscience des conséquences néfastes que la chicha peut avoir sur leur santé, afin de ne pas contracter une habitude tabagique par le biais des nouvelles formes de consommation considérées comme une mode. D'autre part, afin de rendre plus homogène la population cible dans ce domaine et d'augmenter ainsi le niveau d'évidence des révisions telles que celle-ci, il nous semble essentiel de mener davantage d'études qui évaluent ces idées reçues dans un plus grand nombre de pays. On peut conclure que, parmi les limites de cette révision systématique, on a trouvé que l'équation de recherche était restrictive, qu'aucune recherche inversée n'a été menée à bien et que la population étudiée des différents articles inclus est hétérogène.
Erase and Forget is an inquiry into the nature of human conscience and the limits of deniability. It premiered at the 2017 Berlin Film Festival, where it was nominated for the Glashuette most original documentary award. Charting 'the deep bonds between Hollywood's fictionalized conflicts and America's hidden wars', Andrea Luka Zimmerman's ERASE AND FORGET is a new investigative documentary which charts the extraordinary life and times of Bo Gritz, one of America's highest decorated veterans and the 'inspiration' for Rambo and Brando's Colonel Kurtz. Using never before seen archive footage of covert US operations, and interviews filmed over a ten year period, ERASE AND FORGET provides a complex perspective of an individual and a country in crisis. ERASE AND FORGET is a compelling inquiry into the nature of human conscience which raises urgent questions about US militarism and gun control, and embodies contemporary American society in all its dizzying complexity and contradictions. Erase and Forget was long-listed for BIFA new talent emerging producer award, with Ameenah Ayub Allen, 2018 / Nominated for Glashuette original documentary award, Berlin Film festival, 2017 /Platinum Reel Award, Nevada International Film Festival, 2018 / Semi finalist, best documentary Hot Springs Womens film festival, 2018 / Spotlight Documentary Film awards, 2017 Erase and Forget was screened at Spring Sessions in Wadi Rum, in Jordan (http://www.springsessions.org/happenings/announcement244?edition=edition2019-en) and in a special session at Goethe Institut Ramallah, including discussion with the director (https://www.events.ps/en/Events/1086/Screening-and-discussion-with-the-director-of-Erase--Forget). --- DIRECTOR'S STATEMENT: "You already know enough. So do I. It is not knowledge we lack. What is missing is the courage to understand what we know and to draw conclusions." Sven Lindqvist, from 'Exterminate All The Brutes' I chose to work with Bo over ten years because I needed to understand how he was part of history (as much as what history). I am fascinated by profound questions of responsibility – on the part of ourselves and others. There can be no moral high ground or hierarchy if we are genuinely seeking to understand extreme behaviour. We are part of a system that makes enormous profits out of structural and political violence. Bo is really a witness to the excesses of the military-industrial complex. I wanted to explore how a highly intelligent man came to believe, through cultural and social conditioning, that killing in such a way and on such a scale might be perceived as virtuous. My years with Bo recorded his reflections on life before, during and after his time as 'the real Rambo – the American Warrior'- when the reasons for transgressing these boundaries had shifted. Bo is a man of a thousand faces. His is a public life lived in the media age. It is a life made from fragments, from different positions, both politically and in terms of their mediation. His life is contradictory and assembled from all these shards. There is no single 'right' life or reading of his public activities. My portrait of Bo is drawn mainly from original material, which I shot over ten years, but it also includes found footage from the world's first truly public archive – the global online media bank, scattered across numerous platforms. My structural approach is instinctual, distinctive, and formally rigorous articulated in tightly selected montages – each emotional unfolding is countered with a denial of feeling, hence producing a confliction emotional experience, truer the creative maladjustment necessary when grappling with structural and political violence and their spectacular representations through Hollywood (dominant) cinema. While working with a broadly chronological, autobiographical narrative, I also operate associatively, tracking parallels and seeking echoes and refrains of action and reflection across the decades of Bo's diverse military, political and social experiences. The exploration of this complex and constantly changing relationship between event and image is one of my key intentions in and for the film. When contentious ideas and actions enter this social mediated space, all too often crude binaries (of action and reaction, right and wrong, etc…) are created. These are, as is evident across the world today, extremely dangerous. I see my film being in creative dialogue with Swedish writer Sven Lindqvist's Exterminate all the Brutes, a seminal work exploring the origins of totalitarian thinking. The film is an inquiry into the nature of human conscience and the limits of deniability. Over the course of a decade of filming, it became clear that the focus must be Bo's own relationship with his public image, activities and response (underpinned by the known and covert activities of his military career). Director's Statement on the Relationship with Cinema: Hollywood's Ghosts Fiction creates reality. Hollywood and political structures in the United States are tightly knit. On a material level, there are exchanges of personnel and funds. Hollywood regularly employs (often retired) covert operators and military staff as advisers and the story rights of military operations often become the properties of major studios. Whereas the purchase of such rights is, by definition, often after the fact, on occasion funding precedes the event. For instance, a covert prisoner-of-war recovery mission led by Bo Gritz was in part financed by Clint Eastwood in return for a possible option on the story. It is variously claimed, that Bo is the soldier who the Rambo series is modelled on. The flow of funds from Hollywood to the military is not exclusive. The Pentagon contributes by providing army assistance (military advisers, helicopters, use of bases, etc…) to productions that it deems supportive of US policy. Such films inform climates of public opinion within which policy operates. They open imaginative spaces and arenas of ethical consideration in which certain kinds of military operations are validated. Furthermore, Hollywood cinema serves as a curious, discursive space for policy makers (and thus for speechwriters as well as scriptwriters). Ronald Reagan, on numerous occasions, publicly drew on the Rambo series to articulate his foreign policy vision and promote his political aspirations: "After seeing Rambo last night, I know what to do next time this happens." [Ronald Reagan, 1985] Where Reagan at times dipped into the movies to illustrate an argument, Bo is produced as if he were a movie star, by both the media and by his own public performances. On January 31st, 1983, CBS News described Bo's foray into Laos as "the stuff from which movies are made…a case of life imitating art". The inadvertently implied elision of difference between 'life' and 'art' in this strictly nonsensical news-speak is telling. Does the above mean that 'this mission is a model for movies that this mission is modelled on'? Touring the country for his own presidential campaign, Bo is hailed on national television as the 'real-life Rambo' as well as the "model for the real life Rambo". The description of Bo as a mythical figure has been drawn in terms of another such character: Colonel Kurtz. A journalist on Nevada Regional news, declared that Bo is "[…] the mythical Colonel Kurtz in Apocalypse Now…". It was not just the news media however, that tried to fuse Bo with the 'mythical' Colonel Kurtz. In 1975, Francis Ford Coppola's production company approached Bo during the making of Apocalypse Now to ask for permission to superimpose Marlon Brando's face over Bo's. As Bo explains, "he wanted to use the photograph in General William C. Westmoreland's book showing me with Nurse Toi kneeling in front of a lot of really mean-looking Cambodian mercenaries as the headliner for his new movie. Colonel Kurtz was commanding a Cambodian army and I was Major Gritz, and I did command a Cambodian army. Matter of fact I was the first to do so". What does it mean that Bo so eagerly figures himself as the man who inspired these representations? After all, he is not unaware of the fact that Coppola's Kurtz and indeed, the entire plot of Apocalypse Now, is taken from Joseph Conrad's Heart of Darkness and set in the context of the Indochinese war. Rather, Bo's suggestion that 'Kurtz' is a play on 'Gritz' not only indicates a desire to project himself as famous and infamous, it also points to a willingness to perform his own history, including that of his covert operations, in accordance with the conventions of Hollywood cinema. Bo's willingness to perform according to a 'script' (both inspired by Hollywood and subsequently itself adapted and produced by Hollywood in a feedback loop between the silver screen and covert policy) gives the POW 'production' an actual star – a star who becomes a simulacum of the Hollywood characters and vice versa. Bo's authenticity is produced not only by his own insistence that he is the basis for his Hollywood avatars, but equally by his parallel insistence that he has no interest in these figures or, as he dismissively puts it, 'Hollyweird' and its 'play acting'. This denial, by masking his desire to identify himself as the 'original', therefore makes his identification more plausible, precisely by producing him as 'the real thing'. The chicken comes back to roost Rambo III was released in 1988. The film ends with a dedication printed over its final scene: 'This film is dedicated to the gallant people of Afghanistan'. At the time of its release, the Reagan administration's covert funding for operations in Afghanistan was at its highest. The film premiered as President Gorbachev announced the withdrawal of Soviet forces from Afghanistan, a policy decision that was welcomed by none more than the marketing team working on Rambo III. The film rode the wave of euphoria for US political and military 'success'. This was, then, a historical context which enabled the film's hero to be figured – both by the film's marketing team and, indeed, by audiences, who read the film in the social and discursive context of the times – as individually responsible for the defeat of the Soviets in Afghanistan. There is another, utterly un-distributed film that stands as testimony to the Reagan government's dedication to the 'gallant people of Afghanistan'. Untitled and shot on Super 8 Sound film in the autumn of 1986, it is the record of a secret training program for Afghan Mujahedeen on US soil. Bo claims that the training program was initiated by the National Security Council (NSC) under the direction of State Department official William Bode and that the funding was allegedly channelled through Stanford Technology, a CIA front-company. Spectres Bo was part of a world where deniability lies at the forefront of action on the uncertain line between knowing and unknowing (post-truth before the event …). The spectral nature of covert operations resides in their being officially, 'neither confirmed, nor denied'. Thus the spectral is produced by official discourse, but admissible to it only as that which cannot be admitted. However, rather than being a product of official denial, it is a product of 'deniability'. This involves not the denial of a particular event, but the denying of official authorisation of an event. Dislocating action and intention, cause and effect, creates a shadow realm from which strategic operations march forward like zombies. An operation appears to have been carried out in the absence of an originating order. The action is spectral in as much as it seems to escape the laws of causality that govern the rest of the world – it is an effect without identifiable cause. A methodology of making This led me to develop a film making approach through which I have tried to understand the person within this context of visibility and invisibility – between deniable reality and fiction. There is a curious symmetry between the careers of Reagan and Bo. On the one hand there is the actor turned politician, who became President and imagined he'd been a soldier; and on the other there is the soldier who would have been President, who flirted with the movies and now defines himself as 'real' in contra-distinction to them. The relationship between Bo and the President he served has surely been subject to Bo's mythologizing autobiographical imagination. Nonetheless, the speculative discursive space that has opened around the relationship (in biographies and autobiographies, in news reports and internet conspiracy sites) has effected a conflation of political drama and movies, of covert operator (whose modus operandi is disguise, dissemblance, subterfuge) and movie actor. And so, focusing on such a figure as Bo, has allowed me to trace a series of discursive and imaginary movements that issue not so much into an exchange between domains, as a conflation of domains. Bo seems to induce a certain ontological confusion, a collapse of fiction and history, biography and popular myth, which is not restricted to his own imagination. It is a confusion that the media are happy to propagate (this is so for his detractors as well as his champions, for the major news channels and fringe internet conspiracy blogs alike). And how timely for our times this is… --- '.like a Lynchian nightmare of right-wing America.' Total Film ★★★★ 'The film is so loopy you end up like Laocoön, wreathed by serpents of paradox and contradiction.' Financial Times ★★★★ 'Zimmermann marshals her material…with relentlessly thought-provoking confidence.' Empire ★★★★ 'An especially probing portrait of a wounded man and his role in the fetishisation of state-sanctioned violence.' Time Out ★★★★ 'This illuminating portrait of a rather broken champion is enriched by extraordinary archive footage.' Filmuforia ★★★★ 'Gripping and jaw-dropping, it's a documentary that needs to be seen to be believed.' Morning Star ★★★★ 'Bo's nonchalance when talking about his behaviour in countries such as Panama makes your jaw drop. An education.' EVENING STANDARD 'This is a new way to make a documentary, exploiting the bountiful public record of the Internet age.' Variety …like a Lynchian nightmare of right-wing America. Tim Coleman, Total Film Erase and Forget reflects the kind of ideological instability that has contributed to the US's surreal political moment. Jessica Loudis, Frieze ERASE AND FORGET explores 'the deep bonds between Hollywood's fictionalized conflicts and America's hidden wars' through a complex portrayal of US soldier, whistle-blower and ex-presidential candidate Bo Gritz, taking us to a world before President Trump. One of America's highest decorated veterans, the 'inspiration' behind RAMBO, Colonel John 'Hannibal' Smith (THE A-TEAM) and Brando's Colonel Kurtz (APOCALYPSE NOW), Gritz was at the heart of American military and foreign policy – both overt and covert – from the Bay of Pigs to Afghanistan, before turning whistle-blower and launching anti-government training programmes. Today he lives in the Nevada desert where he once secretly trained Afghan Mujahedeen, is loved by his community and still admired as a hero figure by white supremacists for his role in the Ruby Ridge siege of 1992. This event was a key turning point in the rise of the far right and militia anti-Government groups in the US. Filmed over ten years, Zimmerman's film is an artist's perspective of an individual and a country in crisis, which raises urgent questions about US militarism and gun control. Deploying confessional and exploratory interviews, news and cultural footage, creative re-enactment and previously unseen archive material, ERASE AND FORGET explores the implications on a personal and collective level of identities founded on a profound, even endemic violence. It examines the propagation of that violence through Hollywood and the mass media, the arms trade and ongoing governmental policy. Revealing the filmmaker's own nuanced relationship with a controversial subject, without judgment and sensationalism, ERASE AND FORGET proposes a multi-layered investigation of war as a social structure, a way of being for individuals and countries in what is becoming an era of 'permanent conflict'.
