Gerrmany is a country of migration and continues to be so, increasingly becoming a society of diverse ethnic and cultural identities. Today, over one fifth of its inhabitants have a so-called migration background, defined either as having migrated themselves or having at least one parent who has migrated to Germany. In institutional politics, or in the media, this reality is, however, often represented in a fragmented, belated, or even contradictory manner. At the same time, ways of responding to and "managing" difference within the territorial borders of the nation-state remain crucial concerns in the approaches to the questions of nation and citizenship. The thesis unlocks the régimes of truth that construct the discourses of the German society, identity, or belonging, identifying some of the core "nodal points" of these discourses, among them the terms multiculturalism, integration, tolerance, and cosmopolitanism. The thesis unpacks some of the concepts of the media discourses on "difference" and locates the points where they crack and rupture, pointing to the intersections of power and knowledge, and the shifting historical conditions that provide the horizon for their construction. The analysis is focused on a set of broadcasts specifically dedicated to multicultural life: Funkhaus Europa, a radio station within the biggest public service broadcaster in Germany, the Westdeutscher Rundfunk (WDR), established with the purpose of reflecting the cultural diversity in the country, and the thematic week dedicated to tolerance, organized by the German public service broadcasters in 2014. ; Njemačka je danas zemlja obilježena migracijom, pretvarajući se sve više u društvo raznolikih etničkih i kulturnih identiteta. Preko petine njezinih stanovnika ima takozvanu "migracijsku pozadinu", što znači da su ili sami uselili ili potječu iz useljeničkih obitelji. Useljavanje u Njemačku kontinuirano traje od šezdesetih godina 20. stoljeća, a čak kad bi useljavanje odjednom i posve prestalo, broj ljudi "migracijske pozadine" nastavit će rasti, budući da je svako treće dijete u Njemačkoj rođeno u useljeničkoj obitelji. Institucionalni odgovor na ovu transformaciju bio je spor, pa je tek posljednjih godina uopće postignut konsenzus oko toga da je Njemačka useljenička zemlja. Službeni stav institucija danas je usredotočen na naglašavanje potrebe integracije i osjećaja zajedničkog građanstva, te lojalnosti zajedničkim kulturnim normama. Temeljni je cilj ove disertacije istražiti nove politike različitosti koje nastaju u suvremenom njemačkom društvu kroz analizu kulturnih javnih politika te artikulacija tih politika kroz medijske programe. Analiza se usredotočuje na radio Funkhaus Europa, jednu od šest radio postaja zapadnonjemačkog javnog medijskog servisa Westdeutscher Rundfunk (WDR), te tematski tjedan posvećen toleranciji, u organizaciji Radne skupine njemačkih javnih medijskih servisa ARD, 2014. godine. Kroz etnografsko istraživanje ovih medijskih programa rad kritički analizira glavne koncepte diskursa različitosti u Njemačkoj – integracije, tolerancije, zajedništva, kozmopolitizma i drugih – kroz prizmu njihovih artikulacija u medijskom diskursu, otkrivajući neke od strategija koje mediji slijede kako bi položili vlastito pravo na istinu u socijalnoj borbi oko razlike i različitosti. Glavna pitanja u analizi su: Što mediji zapravo čine u multikulturnom društvu? Kakve slike Drugosti i odnosa s Drugošću transportiraju? Kako artikuliraju politiku različitosti? Nude li alternativne narative? Koje subjektne pozicije stvaraju? Iz kojih nacionalnih fantazija proizlaze i kakve fantazme "dobrog života" produciraju? Pristup analizi medijskih programa kao i javnih politika u ovom je radu inspiriran teoretičarima i teoretičarkama diskursa, a interes je utemeljen u teorijskom okviru "moći i znanja" i "identiteta i subjektivnosti", te uzima u obzir suvremene debate u društvenim i humanističkim znanostima oko koncepata "identiteta" i "kulture" (Ahmed 2000; Balibar 2004; Gilroy 2004; Laclau 1990, 2007; Stam i Shohat 1994, 2003, 2012). Disertacija također slijedi i teoretičare kulturnih studija (Brah 1996, 2000, Hall 1992, 1996, 2003), koji koncepte "kulture" i "identiteta" promatraju kao diskurzivne artikulacije koje označavaju povijesno promjenjivu sponu društvenih značenja. Ovi koncepti, koji se propituju u prvom dijelu disertacije, ne promatraju se kao odvojeni od ekonomskih, socijalnih i političkih odnosa već kao polja koja su kroz te odnose konstruirana (Božić-Vrbančić 2008). U tom smislu na "kulturu" se gleda kao na društveni konstrukt, i kao što Stuart Hall (2003) tvrdi, kultura je proces, skup praksi, ona je uključena u stvaranje i promjenu značenja koja nastaju među članovima nekog društva ili grupe. U skladu s takvim konceptom "mediji" su konstruirani kulturom, odnosno društvenim, gospodarskim i političkim odnosima, ali oni tu kulturu kroz procese reprezentacije istovremeno i konstruiraju. U analizi uloge koju mediji igraju u kulturnoj raznolikosti u Njemačkoj, mediji se ne promatraju samo kao odraz socijalnih pitanja, već i kao oblik socijalne akcije, mehanizam koji pridonosi formaciji identiteta. Kao i u institucionalnoj politici, i u medijima se stvarnost Njemačke kao zemlje kulturne raznolikosti često reprezentira na fragmentiran, zakašnjeli ili čak kontradiktoran način. Ipak, mediji su od strane službenih vlasti prepoznati kao ključni faktor koji može pomoći pri integraciji, te se u tom smislu potiču medijske politike koje promoviraju interkulturalizam i toleranciju, a jedan od proizvoda takvog pristupa je i radio program Funkhaus Europa, na koji se rad usredotočuje. U ovom dijelu analize otkrivaju se neki od ključnih koncepata njemačkog diskursa identiteta, pripadanja ili "razlike", među kojima su multikulturalizam, integracija, tolerancija i kozmopolitizam, te se lokaliziraju točke na kojima se ti diskursi lome, što pak ukazuje na intersekcije moći i znanja i klizeće povijesne uvjete koji stvaraju horizont za njihovu konstrukciju. U povijesnom prikazu migracija i diskursa o migraciji u Njemačkoj, disertacija pokazuje kako su politički pristupi multikulturnoj situaciji i načini "upravljanja" kontaktom s razlikom i prisustvom razlike unutar nacionalne države artikulirani kroz političke i medijske diskurse. Takav pristup u kontekstu današnjih javnih i medijskih politika u Njemačkoj poprima nov značaj te omogućava sagledavanje politika identiteta, pa time i konstrukcije različitosti, kroz prizmu upravljalaštva. Foucaultove teze o upravljaštvu i tehnologijama vladanja povezuju se ovdje s djelovanjem medijskih diskursa, koji se promatraju kao prostori u kojima se snažno artikuliraju javne politike i kreiraju subjektigrađani te prava na istinu. Ovdje se ključni koncepti kulture, moći, nacije i identiteta koji su utjecali na analizu snažno oslanjaju na koncept artikulacije Laclaua i Mouffe (1985). U analiziranim tekstovima i dokumentima, disertacija otkriva neke od režima istine koji konstruiraju diskurse njemačkog društva, nacije i građanstva, a konflikti oko pitanja identiteta, pripadnosti, razlike i rase identificiraju neke od "čvornih točaka" (Laclau i Mouffe 1985) ovih diskursa, među njima multikulturalizam, integraciju ili kozmopolitizam. Upravo analizi upravljalaštva i specifičnosti njemačkog konteksta posvećen je drugi dio disertacije. Prema Foucaultu (1991, Rose 2006), analiza upravljalaštva pokušava identificirati stilove mišljenja u vezi upravljanja populacijom, uvjete nastanka određenih mišljenja, principe znanja na koje se upravljanje oslanja, te prakse od kojih se upravljalaštvo sastoji. Foucault pri tome prepoznaje čitav niz autoriteta koji upravljaju na različitim mjestima, pa glavni fokus političke analize moći iz ove perspektive nije država, već tehnologije i strategije koje se koriste da bi se upravljalo populacijom, odnosno teorije koje se koriste da bi se objasnila "stvarnost" i legitimirale prakse i programi koji se uvode u tu svrhu. U tom smislu, disertacija i medije promatra kao tehnologiju moći u foucaultovskom smislu te riječi. Inspirirana pristupima koje su razvile Lauren Berlant (1997, 2011), Sara Ahmed (2000, 2004) i Anne-Marie Fortier (2000, 2005), posebna se pozornost posvećuje i analizi zamišljenog ideala kako nacije, tako i medijske publike, te politika sentimentalnosti koje uokviruju i obilježavaju javni prostor današnje Njemačke. U središtu analize je radio Funkhaus Europa, osnovan 1999. godine kao program posvećen kulturnoj raznolikosti u području emitiranja, Sjevernoj Rajni-Vestfaliji, a s ciljem poboljšanja integracije. Radio od tada emitira program na njemačkom jeziku, te na jezicima većih useljeničkih skupina. Uređuje ga tim novinara i novinarki različitog etničkog porijekla, a na valovima ovog radija čuju se teme, glazba i protagonisti koji kulturnu raznolikost predstavljaju kao njemačku i europsku stvarnost. U dvadesetak godina od osnutka, "duh" ovog programa prešao je put od integracijskog, preko programa koji slavi multikulturalizam i raznolikost, do programa koji se definira kao "kozmopolitski" i slavi "urbanu mješavinu" kultura. Premda se radi o vrlo maloj radio postaji, ona ima jedinstvenu zadaću, pa se stoga razvoj njezine programske politike može interpretirati kao artikulacija određenih kulturnih politika koje se odnose na pitanja "različitosti" u Njemačkoj. U trećem dijelu rad se bavi programskim reformama ovog radija. Analiziraju se intervjui vođeni s novinarima i urednicima programa, koji pokazuju kako konceptualni pomak programa prema kozmopolitizmu djeluje na emocije i mišljenja ljudi koje program proizvode, te kako oni u jeku programske reforme redefiniraju vlastite pozicije u društvu karakteriziranom migracijama i kulturnom raznolikošću. Također se analiziraju dokumenti u vezi programskih reformi, među njima novo definiranje branda ovog radija kao kozmopolitskog, te elaborat zamišljenog ideala publike radija Funkhaus Europa. Analiza pokazuje da ono što u prvom trenutku izgleda kao progresivni slijed - s etničkog na integracijski i multikulturalni, a potom na kozmopolitski program – zapravo ukazuje na različite antagonizme njemačkog društva i odnosa spram Drugosti. Jedan od glavnih argumenata ovog dijela disertacije je da je promjena pradigme prema kozmopolitizmu dovela do snažne depolitizacije. Diskurs kozmopolitizma gura pitanje različitosti u privatnu sferu, a različitost pri tome postaje esencijalizirana kao osobni identitet, te na taj način i depolitizirana, što ukida ideju javne politike kao područja debate. Problemi se svode na identitarne odrednice, više se ne govori o građanima i građankama, već o potrošačima i potrošačicama određenih identiteta. U posljednjem dijelu rad promatra procese depolitizacije u kontekstu pitanja tolerancije, u okviru analize tematskog tjedna javnih medija posvećenog toj temi. Tolerancija, koja se obično predstavlja kao način osiguravanja pluralizma, ovdje se analizira u smislu operacije u konstruiranja subjekata i fiksiranja njihovih identiteta kao objekata tolerancije. Ukratko, kao što to tvrdi Wendy Brown (2008, 2014) tolerancija producira subjektne pozicije, ona orkestrira identitete, daje im značenja, obilježava tijela i uvjetuje političke subjekte. Drugim riječima, ona definira normu i one koji od te norme odstupaju. Analiza u konačnici ukazuje i na nove lomove u borbi oko definiranja razlike i pripadnosti, nacije i kulture, te ukazuje na krhkost narativa kontakta s etničkom ili kulturnom razlikom, te na to koliko snažno oni ovise o borbi između interpretacija stvarnosti i svojatanja prava na istinu. Pomaci u medijskom diskurs u jeku novih migracijskih pokreta i antagonizama koji se stvaraju, otvaraju i pitanja za daljnje istraživanje u smislu strategija kojima mediji odgovaraju na nove problematizacije oko ovih pitanja, ne samo u njemačkom već i u europskom kontekstu.
Las relaciones internacionales han sido principalmente juegos de suma cero. Las relaciones humanas han sido y son tanto juegos de suma cero como de suma positiva y negativa. Contemporáneamente, las relaciones entre las naciones han devenido más complejas debido a la mayor incidencia de la sociedad civil en los asuntos globales. Ello ha generado la posibilidad analítica de pensar ámbitos de relaciones entre los estados donde, en ocasiones, la cooperación impere sobre el conflicto. El proyecto europeo expresa esta posibilidad. A su vez, la llegada de la abundancia es un fenómeno nuevo en los asuntos humanos. Comprender y asumir que las interacciones humanas no necesariamente presuponen que el beneficio de uno es consecuencia de un perjuicio a otro ha generado un desafío para las ciencias sociales. Por ejemplo, la ciencia económica ha enfrentado el desafío con más rigurosidad que la ciencia política. La ciencia económica ha sido particularmente exitosa para refutar la inexorable existencia de juegos de suma cero en los asuntos humanos. La escuela marginalista surgió en la década de 1870 paralelamente en Austria, Suiza e Inglaterra (1). Para los marginalistas, el valor de los bienes no dependía de las horas de trabajo necesarias para producir dicho bien sino de la utilidad y la escasez que los agentes económicos percibían en él. Dado que el intercambio es consecuencia de distintas utilidades entre las personas, se sigue que las interacciones humanas pueden generar creación de valor o juegos de suma cero.Este desarrollo teórico ha sido clave: las personas no intercambian bienes de igual valor como sostuvieron, entre otros, Platón, Aristóteles, los escolásticos, Marx, Ricardo o Adam Smith. Precisamente, las personas intercambian bienes porque les dan distinta utilidad. Por ejemplo, una persona compra un automóvil y paga 30,000 dólares porque valora más el vehículo que el dinero y una persona le vende ese bien porque valora más los 30,000 dólares que el automóvil. Si el valor o la utilidad del automóvil y los 30,000 dólares fueran iguales para las personas involucradas, no habría intercambio. Es porque los bienes valen distinto (poseen distinta utilidad) que se produce el intercambio. Ambas personas ganan en la interacción y así se produce un juego de suma positiva. Hasta los marginalistas, los intercambios eran entre bienes que valían lo mismo. Ello llevó a Marx a desarrollar su teoría de valor trabajo y su concepto económico principal: la plusvalía. La plusvalía es el concepto económico con mayores consecuencias políticas en la historia moderna. Dado que el primer tomo de "El Capital" fue publicado por Marx en 1867, el marginalismo surgió en 1870, los tomos II y III de "El Capital" fueron publicados luego de la muerte de Marx en 1883 y la revolución rusa aconteció solo en 1917, es posible pensar que la influencia de la teoría objetiva del valor en el largo siglo XX intelectual (desde 1867 hasta 1989) expresa tanto una tragedia como una farsa.La ciencia política ha enfrentado fuertes tensiones analíticas para internalizar la llegada de la abundancia y el desafío que eso supuso a la existencia de juegos de suma cero. Si una definición válida de la política es la lucha por el poder, es porque éste es de uno (al menos en un ámbito) y, al ser de uno, refleja un juego de suma cero. Por ejemplo, dos ámbitos cercanos a la ciencia política han enfrentado los desafíos que la llegada de la abundancia ha significado a la permanencia de los juegos de suma cero como materia inamovible de los asuntos humanos: la filosofía política contemporánea y la escuela del Public Choice.La filosofía política contemporánea tiene un punto analítico de quiebre con la aparición de "A Theory of Justice", escrito en 1971 por el profesor de Harvard John Rawls (1921-2002). ¿Por qué sostenemos que Rawls introduce un juego de suma cero en el pensamiento político del cual es difícil salir? Porque si bien su construcción analítica es un sofisticado velo de ignorancia, no deja de ser una teoría contractualista. Como todo contrato, sucede en un momento analítico estático T1. Una construcción estática supone una condición suficiente para un juego de suma cero. Mientras en los juegos dinámicos puede o no haber juegos de suma cero, en un juego estático necesariamente aquello que gana un jugador lo hace a costa de otro. En la sofisticada construcción ralwsiana, las personas no saben donde nacerán y por ende eligen voluntariamente un mínimo de condiciones básicas para prosperar en la vida. Cooperar deviene racional. En la construcción de Rawls, hay un juego de suma cero tácito entre libertad e igualdad. Dada su concepción contractualista, la búsqueda de la igualdad supone necesariamente una tensión con alguna libertad.La filosofía política contemporánea es un dialogo, tácito o explicito, con Rawls. A partir de esta limitación analítica, se ha hecho difícil evitar la mencionada tensión entre libertad e igualdad. Más aun, desde el liberalismo igualitario (la concepción dominante en la filosofía política que emana principalmente del trabajo de Rawls), se asume como axioma que toda búsqueda de la igualdad supone alguna pérdida de libertad. Las teorías de justicia contemporáneas después de Rawls han presupuesto la existencia de un mínimo de libertades para construir a partir de allí una sociedad más igualitaria, es decir más justa. Paso seguido, la construcción analítica de "las teorías de justicia después de Rawls" descansan en la necesidad de la justicia como equidad. Esto es, descansan en la asunción que la sociedad justa demanda de un compromiso con la equidad que puede requerir un conflicto con la libertad (2).En las sociedades occidentales contemporáneas se han alcanzado con creces los mínimos necesarios de libertad para tener una vida decente. En cambio (sostiene el liberalismo igualitario), no se han alcanzado los mínimos de igualdad. Por ende, la filosofía post-rawlsiana ha asumido que la búsqueda justa de mayor igualdad se hace a costa de una relativa menor libertad. Mayormente, la filosofía política contemporánea no se ha cuestionado seriamente que pueda haber ámbitos donde la búsqueda justa de una sociedad más igualitaria no suponga necesariamente menores libertades para los que mejor están. En ese marco, la filosofía política contemporánea ha contribuido a construir un ámbito donde imperan los juegos de suma cero.La escuela de Virginia o Public Choice surge del pensamiento de economistas norteamericanos a mediados del siglo XX y, en parte, refleja una limitación de la Ciencia Política. Esta limitación consistiría en la incapacidad de pensar la acción humana como egoísta y racional cuando se trata de tomar decisiones públicas. Es decir, la Escuela de Virginia enriquece el análisis político porque postula que las personas encargadas de tomar decisiones desde el poder hacen primar su conveniencia particular y, en ese sentido, no hay ni puede haber un "Homo Politicus" despojado de sus intereses particulares, que anteponga el bien común. Para el Public Choice no hay bien común y menos lo hay cuando se trata de actores políticos en busca de poder. La ausencia de bien común no supone en sí mismo la existencia inexorable de juegos de suma cero. En cambio, los juegos de suma cero se consolidan allí donde los actores políticos se presentan como defensores del bien común y actúan maximizando intereses individuales, ejerciendo el monopolio del poder (3).Las relaciones internacionales es un ámbito donde los juegos de suma cero se imponen como expresión predominante. Históricamente es difícil escapar de la tentación analítica de interpretar las relaciones entre estados y comunidades mas allá del conflicto, la competencia y la tensión. Si las relaciones humanas son conflictivas, las relaciones entre comunidades y estados son estructuralmente conflictivas. La guerra es la expresión más clásica de un juego de suma cero. Sin embargo, la mayor parte de las interacciones entre estados no son bélicas y, aun así, suponen juegos de suma cero.Las relaciones internacionales son un área de las ciencias humanas que han enfrentado un gran desafío analítico. Si una definición de la política es la lucha por el poder, las relaciones entre naciones suponen la lucha por el poder entre actores que poseen localmente el monopolio de la fuerza y que han actuado y actúan en un escenario global donde prima la anarquía. La relación entre monopolio y anarquía genera los incentivos para asumir que los actores se involucrarán en algún momento, de alguna manera, en juegos de suma cero. Este notable desafío analítico que posee las relaciones internacionales supone también la oportunidad de generar construcciones teóricas alternativas. Europa: idea y proyecto como juego de suma positivaLa mención sobre el marginalismo, el papel de la filosofía política contemporánea y la escuela del Public Choice han sido relevantes porque para intentar comprender el alcance de la idea de Europa no alcanza solo con el campo de las relaciones internacionales. En cambio, es necesario recurrir a otras ciencias sociales, como la política y economía, para pensar al proyecto europeo como un juego de suma positiva, mas allá que este juego ha sido y es articulado por un conjunto de estados clásicos.(1) William Jevons (1835-1882) en Inglaterra, Carl Menger en Austria (1840-1921) y Leon Walras en Suiza (1834-1910).(2) Roberto Gargarella se ha centrado en la influencia de Rawls en "Las teorías de la Justicia después de Rawls" (Editorial Paidos. Buenos Aires. 1999). El Profesor Will Kymlicka ha realizado una notable introducción a los debates contemporáneos sobre la justicia en "Contemporary Political Philosphy: An Introduction" (Oxford University Press. 2002).Las corrientes de pensamiento introducidas por Kymlicka en su libro son: Utilitarismo, Liberalismo Igualitario, Libertarianismo, Marxismo, Ciudadanía (Citizenship Theory), Multiculturalismo y Feminismo. (3) La bibliografía producida desde esta corriente de pensamiento es voluminosa. Se podría situar su punto de partida en el libro de James Buchanan y Gordon Tullock, "El calculo del consenso", publicado en 1962. El Center for the Study of Public Choice en la Universidad Geroge Mason es un punto de referencia,http://www.gmu.edu/centers/publicchoice/. Allí puede seguirse el reconocido blog del Profesor Tyler Cowen, Marginal revolution,http://marginalrevolution.com/. A su vez, el Public Choice Journal es una fuente ineludible. Puede accederse a un limitado numero de artículos on line a través de la página de la Public Choice Society http://www.pubchoicesoc.org/journal.html, o directamente a través de http://www.springer.com/economics/public+finance/journal/11127 *Profesor Depto. Estudios Internacionales, FACS - Universidad ORT Uruguay.Master en Filosofía Política, London School of Economics and Political Science.
"I want to talk to you right now about a fundamental threat to American democracy. I do not mean our political and civil liberties. They will endure. The threat is nearly invisible in ordinary ways. It is a crisis of confidence. It is a crisis that strikes at the very heart and soul and spirit of our national will. We can see this crisis in… the loss of a unity of purpose for our Nation. The erosion of our confidence in the future is threatening to destroy the social and the political fabric of America"President Jimmy Carter, 1979What was supposed to be a summer of recovery and rebuilding, has instead become a summer of gloom, division and bigotry. The prospects of a double-dip recession still loom high for Americans in the light of a revised GDP report that puts annual growth rate for the second quarter at an anemic 1.6%, not 2.4% as predicted earlier.As with all economic downturns, fear and anxiety about an uncertain future translate into intolerance directed toward "the others". Two weeks ago it was the Arizona anti-immigration law and the anti-gay ban, this past week it was the so called "Ground Zero Mosque" controversy. The underlying angst is thus surfacing in the form of aggressive anti-immigrant, homophobic and Islamophobic sentiments. Most Americans (61%) are against this "Córdoba House" project, which is not exactly a plan for a mosque but for a Muslim Community Center, modeled after the Jewish Community Centers and the YMCA. Its grounds are located two blocks away from Ground Zero. Interestingly, the project was made public by the New York Times as a local lower Manhattan issue in 2009, and went unnoticed. It only exploded into the headlines recently, when public figures such as Sarah Palin, Glenn Beck and Newt Gingrich leapt at the opportunity of using it to further stoke the flames of division and xenophobia. While the Lower Manhattan community advisory board, several Jewish leaders and Mayor Bloomberg support the project, the Jewish Anti-Defamation League opposes it, arguing that its proximity to Ground Zero would cause unnecessary pain for the families of victims of 9-11. This argument has merit and should therefore be the focus of the debate, but it isn't. Instead, Gingrich compared the project to putting a Nazi sign next to the Holocaust Museum, and Palin called it a "stab in the heart of the families of 9-11".Daisy Kahn, the wife of the Imam in charge of the project, appeared recently on a Sunday talk show together with Manhattan's JCC director Rabbi Joy Levitt to defend the project. Kahn explained that historically in the United States, as members of different religions and creeds assimilate to the general culture, their practice, attitudes and activities become Americanized: that is the context within which the Córdoba Project should be understood: as a place where Muslims could meet, exercise, bring their children to Day Care and yes, pray. Indeed, contrary to the public image prevalent today, Muslims in the US are, according to Christiane Amanpour ," the most assimilated of all Muslims in the Western World." The United States also has a strong Interfaith Dialogue movement which supports the project.President Obama weighed into the controversy within the first 24 hours, saying Muslims were protected by the First Amendment's Freedom of Religion and had a right to build the center. After being chastised by the usual suspects (the same that insist Obama himself is a Muslim and have doubts about his citizenship), the President later qualified his first statement by adding he had "commented on theright but not on the wisdom" of the project. Clearly, that is what is at issue here: Muslims, like all other religious groups in America, do have the Constitutional right to congregate and worship as they please, but in the light of the deep wounds of 9-11, the symbolic aspect of the location tends to overshadow other valid considerations. However, as everything in today's political toxic environment, it instantly became more fodder for demagogues and added more virulence to the political discourse. By correctly pointing out the discrepancy, Obama was derided as dithering as and insincere.Opposition to the Córdoba House is not an isolated incident that can be explained by its proximity to 9-11, which gives the outrage some validation. There are similar projects that have been put on hold due to protests as far as Wisconsin and California, and in the last few days there was a mosque burnt down in Tennessee, and a stabbing of a Muslim cab driver in New York. Anti-Muslim sentiment is conspicuously strong throughout the country, strong enough to be compared to the Swiss controversy over construction of new minarets. Even if the Mosque issue blows over in a month like other arguments have in the past (think Dubai Ports World brouhaha in 2005, for example) each of these bitter controversies plants seeds of discord that are used by demagogical purposes, mainly to delegitimize the government. People's anxiety about the economy is fertile ground for all kinds of phobias to thrive, whether directed against the Latinos moving into white neighborhoods, gay marriage in their town halls, or mosques being built nearby. Or against the first Black President, whose middle name happens to be Hussein. Angst and pessimism are so widespread that not even what would otherwise be considered good news has the power to cheer Americans up.The official end of the war in Iraq came and went practically unnoticed by a population unsure whether America "won or lost" there. After 7 years of fighting an asymmetrical war that has cost, at a minimum, 5,000 American lives, 150,000 Iraqi lives and 700 billion dollars, the United States is withdrawing its combat troops, leaving behind 50,000 troops in support roles and hoping that the Iraqi forces will be able to defend the population from the sectarian violence that is certain to ensue. The parliamentary elections in March delivered no clear winners, and neither Shiite Prime Minister Al-Maliki nor his rival Sunni former Prime Minister Alawi have been able to form a government coalition. In addition, the power and resource distribution struggle between the central government and the regions is still unsettled, and Iran is likely to step into the power vacuum left by the Americans and meddle in its neighbor's politics for years to come. The counterinsurgency strategy in Afghanistan is not delivering any positive results either, and the American relationship with the Karzai government is at best uneasy. Besides, to paraphrase Frank Rich's recent op-ed titled "How Fox (TV) betrayed Petreaeus", how can you win Muslims hearts and minds in Kandahar if you are at war against Islam at home?No wonder Americans are not celebrating. Instead, they are turning inwards and becoming more isolationists, xenophobic and protectionist. And there is no leadership to pull us through these difficult times. The President is in his bunker, trying to change the topic to Katrina or to Middle East Peace talks (a relatively safe topic, if you think that in probably a hundred years it will still be the main headline of the New York Times). The Republican Party has been hijacked by the Tea Party Movement of Sarah Palin and talk-radio host and Fox news commentator Glenn Beck, who this past weekend held a "Restoring our Honor" march on Washington. From a podium at the Lincoln Memorial, on exactly the 47th the anniversary of Martin Luther King's I have a dream speech, Beck told a mostly white crowd of 87,000 that "Today, America is beginning to turn back to God." He spoke about "restoring the honor to America" and "reclaiming" the civil rights movement, which has been so "distorted". When asked whether he had chosen that date for his rally on Washington to coincide with King's anniversary, Beck responded it was not by intention but "by divine providence".This cynical usurpation of the Black leader's banner by Beck is just one example of how he will go to extremes to maintain his radio and TV ratings. In spite of his theatrical rants and stage hysterics, he is an able manipulator of white anger and racial anxiety. This sad picture of America besot by anxiety about deficits, unemployment and higher taxes, and divided by bigotry begs the question of who benefits. In an election year, the question may sound naïve, but it isn't. Republicans are increasingly worried about the "wacko wing" of the party that has run amok and will be impossible to rein in. Tea Party candidates are defeating incumbents in Republican primaries all over the country. The time is running out for serious Republicans to stand up, stop the nonsense and impose some restraint on its rank and file, while at the same time distance themselves from the most extreme Tea Party rants. They cannot reasonably devote themselves full-time to maligning the President and Democrats in Congress. They need to present a plan for economic growth, jobs and national reconciliation, to show they care about recovery and about governing. By opening the door to Tea Party candidates to win in November, they are in fact giving the President a chance at re-election. At the same time, Obama should move aggressively to the center of the political spectrum, moderate the ambition of his reforms and adopt an agenda of a balanced budget and an extended period for tax cuts. In this way he could win over the Independents, who will most certainly be appalled at the McCarthyist-like atmosphere on Capitol Hill after November, and will vote for him again in 2012, over a Palin, a Huckabee or a Gingrich. This coming year represents a fork in the road for the President: even if the economy recovers in a visible, sustainable way, Obama will have to choose between pragmatism and ideology, between becoming another Bill Clinton or another Jimmy Carter. Senior Lecturer, Department of Political Science and Geography Director, ODU Model United Nations Program Old Dominion University, Norfolk, Virginia
La personalità giuridica è uno status giuridico che conferisce agli esseri umani (e ad alcune entità non-umane) la capacità di partecipare – in modo attivo e passivo – alla generalità delle relazioni giuridiche e la capacità di eseguire atti giuridici. Si tratta di uno status giuridico fondamentale, costitutivo del concetto stesso di diritto. Inoltre, si tratta di uno status limite, ovvero di uno status che distingue i soggetti del diritto dagli oggetti del diritto. Oggi la personalità giuridica è intesa come uno status quasi-naturale, attribuito ad ogni essere umano in maniera incondizionata e inalienabile. Oggi, inoltre, la privazione totale della personalità giuridica, come nel caso della schiavitù, si dice impossibile. Questa tesi esamina il concetto di personalità giuridica (degli esseri umani) e propone – diversamente dalla asserzione precendente – che gli esseri umani ancora oggi possano essere spogliati della loro personalità giuridica. Questo fenomeno è chiamato esclusionismo giuridico. Si sostiene che gli esseri umani possano essere privati della personalità giuridica in modi diversi, in misura diversa e, di conseguenza, con effetti diversi. Questa tesi si compone di tre parti. Nella Prima parte si analizzano i concetti di status giuridico e di personalità giuridica. Ai fini di questa tesi, status giuridico è inteso come un termine intermedio (un tû- tû), che connette un insieme di condizioni di accesso ad un insieme di conseguenze normative. Si afferma, inoltre, che uno status giuridico qualsiasi (il suo contenuto ovvero l'insieme delle conseguenze normative derivanti dallo stesso) è parzialmente determinato dai motivi o dagli interessi a esso sottostanti. La personalità giuridica è intesa nella stessa maniera. Si sostieneche il motivo a fondamento della sua esistenza si trovi nella necessità stessa di avere soggetti di diritto, i.e. entità dotate della capacità di agire nella sfera giuridica, di effettuare atti dotati di conseguenze giuridiche e di entrare in relazioni giuridiche. Si esaminano diverse teorie della personalità giuridica e si presenta, infine, brevemente una proposta per il superamento del rigido dualismo "persone-cose" (introducendo una terza categoria concettuale delle entità giuridiche) L'oggetto centrale dell'indagine nella Parte seconda è la cosiddetta Cancellazione – la cancellazione amministrative di circa 25,000 individui dal registro dei residenti permanenti, condotta dalle autorità slovene nel 1992 in seguito alla separazione della Slovenia dalla RSFJ (SFRY). La cancellazione, colpendo i residenti non-sloveni che non hanno voluto (o potuto) ottenere la cittadinanza slovena, ha lasciato questi stessi individui senza diritti politici, socialied economici in Slovenia, in una condizione di privazione totale dei diritti (Eng. rightlessness). Si fornisce una ricostruzione delle fonti giuridiche rilevanti (dichiarazioni ufficiali, atti costituzionali, legislazione ecc.) che fondano e forniscono la cornice giuridica della cancellazione. In seguito si sostiene che l'ordinamento giuridico sloveno sia permeato di una componente nazionalistica. Questa particolare qualità dell'ordinamento giuridico è stata un elemento centrale della cancellazione. Infine si analizzano le conseguenze della cancellazione sulla condizione giuridica delle persone colpite, nello specifico, le conseguenze sul loro status di persona giuridica. Nella Parte terza si sottopongono le suddette fonti giuridiche ad una analisi a partire dai criteri della legalità formale (Eng. formal Rule of Law). Particolare attenzione viene data alla condizione di congruenza e, più in generale, ai principi organizzativi e operativi che stanno alla base del lavoro degli organi amministrativi statali. Si dimostrache gli atti giuridici rilevanti nel caso analizzato sono stati prodotti in violazione della maggior parte dei criteri della legalità formale, come, per esempio, quelli di generalità, pubblicità, prospettività ecc. D'altra parte, si osserva che le azioni degli organi amministrativi sono stateperfettamente in linea con i requisiti degli organi superiori – i funzionari amministrativi seguivano gli ordini interni segreti dei loro superiori "alla lettera", senza mai esprimere alcun dubbio in merito alla loro legittimità. È stato questo attegiamento di conformità cieca che ha reso la cancellazione una operazione così efficiente. L'analisi condotta in questa tesi non consente di concludere che la personalità giuridica può essere privata in toto. Tuttavia, il caso dei cancellati dimostra che la personalità giuridica può effetivamente essere manipolata, limitata, diminuita ecc. Diverse fonti e mezzi giuridici consentono di privare gli esseri umani (deliberatamente o meno, direttamente o indirettamente) di diversi elementi della loro personalità giuridica. L'analisi di altri casi può rivelare altri metodi di privazione della personalità giuridica e la creazione di diversi tipi di semi-persone (chimere giuridiche). Questa tesi indica la possibilità di impiegare gli stessi strumenti analitici per lo studio di altri casi storici e contemporanei di esclusionismo giuridico. Si ritiene che un'analisi comparata di distinti casi possa portare alla superficie alcune caratteristiche comuni a tutti i casi di esclusionismo giuridico, sia storici che contemporanei. Questa tesi dimostra che l'aspetto del diritto responsabile del conferimento degli status giuridici e della creazione delle persone giuridiche, ha un lato oscuro: la legge può anche essere utilizzata per la privazione degli status e la manipolazione della personalità giuridica. Mentre l'esclusionismo giuridico in abstracto fa parte della natura stessa del diritto, casi particolari di esclusione giuridica potrebbero essere evitati o almeno attenuati, se si prestasse maggior attenzione alla qualità della creazione del diritto e al modo in cui questo viene applicato da parte degli organi statali. ; Legal personhood is the legal status that endows human beings (and certain non-human entities) with the capacity to participate, actively or passively, in the generality of legal relations and to perform acts-in-the-law. It is a fundamental legal status, constitutive of the concept of law itself as well as a threshold status, distinguishing subjects of law from legal objects. Legal personhood is today understood as a quasi-natural status, attaching to every human being unconditionally and inalienably from birth until death. It is argued that full deprivation of legal personhood, as in the case of antebellum slavery, is today legally impossible. This thesis examines the notion of legal personhood (of human beings) and, opposite to the former claim, proposes that even today human beings can be spoiled of legal personhood. This phenomenon is called legal exclusionism and it is argued that legal personhood can be deprived from human individuals in different ways, to a different degree and, consequently, to a different effect. This thesis has three parts. In Part I, the notions of legal status and legal personhood are analysed, respectively. For the purposes of this thesis, legal status is understood as an intermediary legal term (a tû- tû) connecting a set of access criteria with a set of normative consequences (entitlements). It is further claimed that a given legal status (its content or the set of normative consequences stemming from the status) is partially determined by an underlying reason or interest for having that status. Legal personhood is then treated as such a legal status. It is proposed that the reason underlying its existence is the very need for having subjects of law, entities able to act in the legal sphere, to perform acts with legal consequences and enter into legal relations. Various theories of legal personhood are then examined and, finally, one proposal for expanding the rigid "persons-things" dualism (by introducing a third conceptual category of entities in law) is briefly presented. The central object of investigation, examined in Part II, is the so-called Erasure – an administrative cancellation of some 25,000 individuals from the registry of permanent residents, conducted by Slovenian authorities in 1992 following Slovenia's separation from the SFRY. The Erasure, affecting those non-Slovenian residents who did not wish to (or were unable to) obtain Slovenian citizenship, left the affected individuals without political, social and economic rights in Slovenia, in a condition best described as rightlessness. A reconstruction of the relevant legal sources (official declarations, constitutional acts, legislation etc.) that underlay and determined the legal frame of the Erasure is provided and it is argued that the Slovenian constitutional order is permeated with a nationalistic component. This distinct quality of the legal order was a core element of the Erasure. Thereafter, the consequences of the Erasure for the legal condition of the affected in general and, in specific, for their status as persons in law is also looked at. In Part III, the aforementioned legal sources are submitted to an analysis from the criteria of formal legality (formal Rule of Law), as first proposed by Lon Fuller. Particular attention is given to the condition of congruence and, more generally, to the organizational and operational principles underlying the work of the State administrative bodies. It is shown that the relevant legal acts in the analysed case were produced in violation of most of the formal Rule of Law demands, such as generality, publicity, prospectivity etc. On the other hand, the actions of the administrative bodies were perfectly in line with the requirements of the superior organs – the administrative officials followed the secret internal orders of their superiors to the letter, without expressing any doubt whatsoever as to their legality. It was this attitude of blind compliance that made the Erasure such an efficient operation. The conducted analysis does not allow us to conclude that legal personhood can be deprived in toto. Nevertheless, the examined case demonstrates that legal personhood can indeed be manipulated with, i.e. limited, diminished, hollowed out etc. Several different legal sources and methods have been exposed that enable depriving human beings (deliberately or not, directly or indirectly) from different incidents of legal personhood. Analyses of other examples may reveal other methods for depriving legal personhood and the creation of different types of legal semi-persons (legal chimeras). This thesis points to the possibility of employing the same analytical tools for the study of other historic and contemporary cases of legal exclusion. It is thought that a comparative analysis of several such cases would bring to the surface some common characteristics of all cases of legal exclusionism, past and present alike. This thesis demonstrates that the law's status-granting, personhood-creating quality also has its flip side: law can just as well be used for status-depriving, personhood-manipulating purposes. While legal exclusionism is therefore in abstracto part of law's nature, particular cases of legal exclusion can be avoided or, at least, mitigated if more attention is given to the quality of law-making and the manner of its application by law-applying bodies.
Kenya's new Constitution and supportive legal framework contain multiple provisions requiring both national government and counties to make information publicly available and consult with citizens in planning and budgeting. Citizen participation affords county governments an opportunity to empower citizens on their operations and to deliberate, debate, and influence the allocation of public resources. This working paper presents practical approaches for Kenyan counties to implement public participation in their systems that encourage meaningful public engagement.
Ownership of development goals and priorities by local stakeholders is widely viewed as a critical factor impacting development effectiveness and achievement of the Millennium Development Goals (MDGs). The 2008 Accra Agenda for Action identifies the concept as one of inclusive ownership, involving parliaments, local authorities and civil society organizations (CSOs), as well as governments. The importance and challenges of building such broad-based ownership across society were a key discussion topic at the Fourth High Level Forum on Aid Effectiveness in November 2011 at Busan. This study aims to generate deeper operational knowledge on what can be done to foster inclusive ownership; its initial findings were presented at Busan. This study involves a retrospective review of a small sample of cases. From these cases it is possible to demonstrate that inclusive ownership, when considered in terms of the operational dimensions examined in the study, can improve as a result of strategic capacity development efforts. It also shows how using an analytic lens such as the CDRF, in particular for the assessment of intermediate results of capacity development, helps to deconstruct the change process in a given case and suggest some operational lessons. Further learning is warranted on how inclusive ownership can be fostered through the design and delivery of capacity development initiatives. Collaboration among and across global communities concerned with ownership and capacity development would enable this work to draw on wider development experiences and generate deeper knowledge on how capacity development can support transformative change.
India is experiencing a period of high economic growth and rapid social and demographic change. There is increasing concern about the manner in which this transformation is impacted by the HIV/AIDS epidemic. While the Government of India has taken significant measures to curb the spread of HIV/AIDS, much remains to be done. Given the complexity of the challenge, an effective response requires the engagement of all sectors. The private sector, alongside other stakeholders, can play an important part not only by contributing to the efforts for HIV/AIDS prevention and the reduction of stigma and discrimination, but also for the care, support and treatment of Persons Living with HIV/AIDS (PLHA). The report presents challenges, good practices and success stories about how Informational Technology (IT) companies in India are addressing the issues of HIV/AIDS. It demonstrates the mounting will and commitment of IT leaders to respond to the epidemic. The IT industry in India is young in terms of both its stage of development and the age of its workforce which averages 18-35 years. Reflecting the composition of the sector, the report documents the experiences not only of large companies in India's IT sector, but also of small and medium enterprises (SMEs). Each company has used different approaches to address HIV/AIDS among its workforce including community outreach activities. By capturing these companies' experiences, the report seeks to foster a more active response to HIV/AIDS from India's IT community and to encourage new partnerships to leverage the goodwill and competencies of this sector.
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.
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PLEASE REMEMBER That by sending your orders to us you help build up and devel-op one of the church institutions with pecuniary advantage to yourself. Address HENRY. S. BONER, Supt. The fllcreary. The Literary Journal of Gettysburg College. VOL. XIV. GETTYSBURG, PA., JUNE 1906. No. 4 CONTENTS "■COLLEGE JOURNALISM"—Oration. '■. . 92 N. R. WHITNEY, '06. "JUNE NIGHT "—Sonnet 95 W. WISSLER HACKMAN, '08. "SALUTATORY"—Oration 96 H. CLYDE BRILLHART, '06. "TENNIS AS AN EXERCISE"—Essay 100 L. W. T., '09. "HIS APOLOGY"—Poem. . . . . . . .101 F. W. MOSER, '07. " OUR ENTRANCE INTO CITIZENSHIP " With Valedictory. —Oration 103 H. BRUA CAMPBELL, '06. "THE OLD DORM IN THE MOONLIGHT "—Poem. . . 109 ROE EMMERT, '06. "THE SCENERY ABOUT MILLERSBURG, PA."—Essay. . no G. L. KlEFFER, '09. "HOME SWEET HOME "—Essay 112 J. EDWARD LOWE, '06. " SAVED BY GRACE "—Story . 114 EDITORIALS, . • 118 EXCHANGES, . . . 120 92 THE MERCURY. COLLEGE JOURNALISM. N. R. WHITNEY, '06. FROM the day when Daniel Webster, as a student, started the first college newspaper at Dartmouth College to the present time, college journalism has had a steady growth in extent and influence. Just as our great newspapers have grown and the number of these publications has increased un-til now every town of at least five thousand inhabitants has its daily, and as we have come to consider these papers the chief factor in the struggle for civic righteousness, so college journ-alism has developed until it occupies a wholly unique position in the college world, and now no institution that claims to be progressive is without its journal. The history and evolution of the college newspaper would provide material for a long and interesting discussion, but that would be chiefly of historic value. Today, let us seek rather to obtain something of immediate and more practical value. Let us strive to set up an ideal towards which college journ-alism shall strive. Commencement is a peculiarly fitting time to look forward rather than backward, and, therefore, we will consider, instead of what has been done, what ought to be done. To do this it will first be necessary to get the status of the college journal, and in this search we shall consider the college newspaper as the only periodical which exerts any considerable influence in the college world. The newspaper is the connect-ing link between the alumni and the college. It serves to keep those who have gone out informed as to the events which tran-spire and the condition of affairs at the college, and thus keeps alive their interest in their Alma Mater, while it contains news in regard to the alumni which keeps the student body informed as to the success with which former college men are meeting, and thus it fulfills the function of a medium of exchange be-tween the alumni and the students. Of course, being pub-lished by the students it is largely devoted to college news and reflects student sentiment. Hence, he who wishes to learn how certain measures are regarded and what schemes are en- \ THE MERCURY. 93 tertained by the students for the improvement of the institution needs but to read the college paper. Keeping this idea in view, that the alumni determine very largely the condition of affairs at the school from its journal, those in charge of its publication should be careful of its char-acter. Its tone should be high. Of course, it goes without saying, that being the work of those who are presumably well-educated, and intended to circulate among intelligent and well educated men, it must be correct in English; and this in-volves a careful and exact use of words as well as obedience to those rules of grammer which have become crystallized by usage in our best literature. This lofty tone which is desirable precludes the use of slang, for such expressions are ephemeral. They seize upon the fan-cy of one generation and in the next are forgotten. A college paper wants permanence in style and maintenance of dignity. To be lofty is to be dignified. Slang is a product of street gamins whose vocabulary is limited, and hence possesses no dignity and should not be found in a college periodical. The tone of the best college paper will not only be pure and lofty, but it will be hopeful, not pessimistic. It will seek to find some ground for hope in the poorest athletic team ; it will find cause for congratulation in some feature of the most poor-ly rendered concert by a musical club. In other words, the ideal college journal is not a fault-finder. It is easy to criticise and tear down; the difficulty lies in building up. Of course there is such a thing as being too optimistic and such an edi-tor imagines his college and everything connected with it as being without flaw. However, we are contending for that vis-ion which, while seeing the faults around it, will invariably re-gard them as less obtrusive than the virtues. Each institu-tion has rules and practices which some of us would change if we were able to do so, but should one give expression to the opinion that, because such practices exist therefore the college is behind the times or is a partial failure ? Is it in the province of the college newspaper to place the school in an unfavorable light before the world ? These queries lead necessarily to the statement that the 94 THE MERCURY. periodical should be large and liberal in its judgements. Since it has this power, to a very great extent, of giving good or ill-fame to an institution, the journal must exercise the judicial function with great caution. We are living in an iconoclastic age and nothing gives us quite so much pleasure as to shy a brick metaphorically at those in authority. Their personalities and their deeds stand out so clearly that we cannot resist the temptation to criticise them. If the paper seeks popularity among a certain large group of students it needs only to find fault with the administration of affairs pertaining to the college. Hence the journal requires at its head a man who is able to detach himself, as it were, from the student body and its pre-judices and rise to a height where he can more clearly discern the interests of the college. It is not always an easy task to rise above prejudice and it sometimes demands the exercise of .more courage than one would imagine. Thus, when the whole body of students commits a deed or assumes a position which a dispassionate judical consideration compells an editor to dis-approve of, he will need all the moral courage he can command to do his duty in the face of the hostile criticism of his class and college mates. We have said that the paper represents the student body. This statement ought to be amended by saying " the whole student body." A judgment which is large and liberal will not per-mit of favoritism towards any one class. Such a policy would be disastrous to the usefulness of the paper. Of course some publications disregard even this danger signal, but when it is remembered that the editor is almost always closely identified with a certain class and its interests, it is surprising that the number of papers which fail in this respect is as small as it is. Nor can a successful journal be unfair in its attitude towards its contemporaries. Great care must be used in passing judg-ment upon the acts or statements made by a rival institution. Too easily are we led by our sympathy and prejudice to put the wrong construction upon our neighbors' actions. And now we come to the aim of the college journal. Is its highest purpose realized and its fullest duty performed when it simply gives the news of the college world ? No, its des- r THE MERCURY. 95 tiny is grander than that of being merely a purveyor of news. Its work is more inspiring. It seeks to benefit the college. Advancement and success for the institution are the goals. Many advantages will accrue to the school just because the paper itself is a good one and meets the requirements which we have laid down. But this is not sufficient. There must be conscious and uninterrupted effort to make known the good qualities of the college and to secure more students and more money for it by arousing and keeping alive the enthus-iasm and support of its friends. To accomplish this purpose it is imperative that the end be kept always in view. Since a college journal is published by the students it might seem that student interest ought to be given the first consideration. Occasionally there may be such a conflict of interests, but, at such times, the editor must keep clearly in view the fact that the college journal is a power only when it is a power for good for its college, and is fulfilling its high destiny only when it is using every means to keep glow-ing the love and interest of the students and alumni for their Alma Mater. JUNE NIGHT. W. WlSSLER HACKMAN, 'OS. • TJNDOWN and crescent noon ; The passing truths of a glaring day Now fade and soften into gloom Until they vanish quite away. The dreaming trees soft-breathing sigh, And whispering quiver as they stand ; Like drowsing giants o'er the land They nod beneath a faint-starred sky. Afar the marsh-frogs rasp their strings The livelong night, nor pause, nor rest ; A night bird stirring in her nest Sings with a rapture of fluttering wings, While fairies bear their lamps about Though brooding shadows in and out. 96 THE MERCURY. ENGLISH SALUTATORY—TRANSITION PERIODS. H. CLYDE BRILLHART, '06. LADIES AND GENTLEMEN : The class of 1906 extends to you all a hearty welcome. As-we are about to celebrate one of the most important events in the lives of each one of us, we are glad for the presence of so-large a number of our friends. These four years of care-free iun and earnest study are about to close. This day to which we have long been looking forward with commingled feelings of joy and sadness has at length arrived. To this, the goal of our four long, yet seemingly short, years of training and uncon-cern and the commencement of the more serious responsibili-ties of life, each of the thirty-four members of our class bids you an earnest welcome. To you, alumni and friends, who out of loyalty to our Alma Mater have been wont to see other classes from time to time pass from this stage out onto the larger stage of life; to you, the members of the board of trustees from among whose number one is absent today who for many years has helped to shape the destinies of our Alma Mater, whose wisdom was a tower of strength to her, whose learning was her glory, whose life was an inspiration and an example to her sons and daughters; to you, the members of the faculty, who-have so patiently led us in the ways of knowledge; to you, the relatives and friends of the individual members of the class; to you, undergraduates, who are not yet called upon to sever these bonds of association, but who will in time come to stand where we now stand—to all in the name of the class of 1906,1 extend most cordial greetings. We stand today on a dividing line with fond memories of the Past and hope for the Future. The time is at hand when it is necessary for us, as a class, to part; but we can dety those circumstances to arise which can /weaken these ties of friendship so dearly formed by us during these four years just passed, or to counter-act their influence upon our Future. Today we leave as undergradu-ates, to return in future years as alumni, in an attempt to review in a few short days those never-to-be-forgotten lessons learned within these sacred walls. The time of preparation has passed ; the time for achieve- THE MERCURY. 97 f ment is at hand. In the evolution of life we have reached the end of one of those periods which because of their peculiar position and character are of the utmost importance. They form the connecting links between the larger epochs of life. They are periods in which certain tendencies and movements are gaining momentum and slowly but surely changing the character of the life of the nation or the individual. The vital forces of one age and one set of circumstances are recast and readjusted to meet the demands of a new age and a new set of circumstances. It is true that in the great scheme of development every period is a transition period, but it is also true that some per-iods by the suddenness of the changes and the rapidity of the readjustments which take place in them, are in a special sense transition periods. In reading the record of the formation of the earth, the geologist often comes upon a place where the continuity of his record is broken. When he again finds it continued the character of the life forms is so widely different that he con-cludes that a great length of time must have elapsed between the formation of the records, but when he has made a more care-ful investigation and found the missing pages of his record and has properly interpreted them he finds that the period was a com-paratively short one; but One in which h'fe forms were un-dergoing very rapid changes, Such a period he calls a transi-tion period. The wise student of history realizing the great significance of such periods in the evolution of human progress makes them his special care. He knows that only by the mastery of rhe forcesand tendencies at work in them do the events of the subse-quent periods become clear. This is nowhere better illus-trated than in the Renaissance-Reformation period. It forms the connecting link between the Middle Ages and the Modern Times. No other period in the history of the world has set in motion so many forces which were world wide in their results. The Middle Age was ruled by asceticism. The monk's view of life was the ideal of the age. The authority of the Roman See was unquestioned and its power unlimited. But all this, 98 THE MERCURY. is now changed. The ascetic view of life is broken ; the unity of the Middle Ages destroyed; the world view transformed. The new age with its revelations and achievements discovered to man the truth about himself and the truth made him free. It led him out of the dungeon of Monasticism into the light of Christian freedom. It broke the shackles which the petty fendal lord had forged upon him and started him on the high-way to political freedom. It transformed Ecclesiastical abso-lutism into indivi dual nationality. In the intellectual realm the transformation was truly mar-velous. For a small earth-centered universe, the Copernican system of astronomy gave to man a limitless sun-centered uni-verse. Instead of a common compulsory church it gave him a free church. In place of the useless and subtle quibbling of the schoolmen there appears the beginning of real philosophy. Alchemy is supplanted by Chemistry, Astrology by Astronomy. In no department of human knowledge has the transformation been more marvelous or longer delayed than in the study of history. The impulse was given in the 16th century. It struggled hopelessly for recognition but was soon lost in the rapid march of events. It was not until the 19th century that history again commanded attention, when the events of a single decade, from 1820 to 1830, called forth more volumes of history than were called forth by the events of a thousand years before. History is no longer a narration of memorable events com-memorating the deeds of a hero, a family or a nation. Our historians no longer write to strike the imagination or arouse the feelings with poetical images of vanished realities. Their aim is not to please, nor to give practical maxims of conduct, but knowledge pure and simple. In order to make its facts useful they must be criticized and organized and in this way the rules of its interpretation and the formulae of its exposition have become as severe as those of the so-called " exact science " and the genetic method has been applied to all the sciences. While these periods are of great importance in science they are of even greater importance in our own lives. Of these none is more worthy of thoughtful consideration than the col-lege period which marks the transition from youth to manhood, THE MERCURY. 99 from care-free preparation to responsibility and achievement. The habits and tendencies of youth are swept away, or trans-formed into fixed habits of character and manhood. Psychologists tell us that about the 19th year in one's life there comes a period which is marked by a cessation of growth for a time, sometimes to be resumed later. This seems to suggest that nature after having cast up the youth by a flood-tide on the shores of manhood, is a little exhausted and wants time for rest and readjustment. The advantages of size and strength begin to give way to those of the higher mentality, and the main current of evolution is turned thoughtward. The newly awakened feelings, impulses and ideals are being knit into individual character and personality. The dogmatic opin-ion and prejudices of youth are breaking down before the keener analysis and wider horizon of manhood. In this wider horizon the youthful complexity of nature vanishes and we catch glimpses of the great harmony'of the universe and come face to face with the mysteries of life. The importance of the transitional character of this period has not always been recognized. Too often it has been thought of as a period of seclusion and aloofness from the busy world of affairs. The indiscretions and misdemeanors of the College man been have excused and apologized for, too frequently, on this ground alone. We are beginning to see our mistake and perhaps the best evidence of our change of heart is the almost universal condemnation of hazing and horse-play engaged in by college men, and the action taken by some of our institu-tions of learning, particilarly by the United States government in the schools under its care. It is a step in the right direc-tion, but it is not enough. May we not hope that the time will soon come when we shall not only hold the college man strictly accountable for his acts, but shall treat him as a citizen and not as an irresponsible hermit, when we shall give him complete and rational systems of self-government in the class room and in the dormitory. For it is only by rational self-government that the cardinal virtues of self-control and self-direction are developed, and if they are not cultivated during this period of transition they may never be acquired. IOO THE MERCURY. TENNIS AS AN EXERCISE. L. W. T. '09. AS an exercise both of muscle and brain, the game of ten-nis is hardly excelled. It is in this form of sport and recreation that all the faculties are trained and developed more or less. There are chiefly three beneficial results besides many minor advantages derived from indulging in this- pleasure, namely.—quickness of thought, muscular control and muscular strength. Chief of these is rapidity of thought, that great quality so essential in the battle of life. To play tennis successfully, or rather, to play it at all, one must be ever on the alert, wide awake, and ready to seize any opportunity to score a point. And when the chance presents itself in the form of a lightning-like ball, he must decide on the instant how to act. In the twinkling of an eye he must conclude on the best and most advantageous way of returning the ball whether it shall be high, low, swift, slow, to the middle, the left or the right, curved or straight. All the conditions of the situation—the position of the players, the distance from the net, the force of the wind, perhaps, and many other details must be caught up, balanced and used to advantage in one sweeping glance of the eyes. The decision as to the best disposal of the ball having been made, then muscular control is the necessary quality for the carrying out of the plan. A novice at the game, in trying to return the ball, is pretty sure to knock it at random far out of bounds, no matter how carefully he endeavors to control him-self. This is due to the fact that his muscles have not been trained to the way in which he should handle his strength. He is unaccustomed to the slight twist of the shoulder, to the presenting of the surface of the racket at just the right angle, to the slight almost imperceptible swerve of the whole body, to the graceful side-step, and to the many other requisite move-ments, so minute, so delicate, as to be almost indefinable but which, nevertheless, every experienced player has felt himself un-con sciously perform, and which are, taken altogether, so impor- THE MERCURY. 101 tant. But now observe our former novice at some later time. See how he holds himself, how perfectly every muscle and every tendon is under the influence of his will. Deftly he strikes, now "cutting " the ball sending a most exasperating and tan-talizing slow curve up into the air, now driving it swift and hard at any desired angle, and again to all appearances, throw-ing all his strength into a vicious swing, only to drop the ball close to the net far out of his opponent's reach. All these tactics and many others he performs with such easy and grace-ful movements as to win the admiration of all spectators. And together with these other qualities, a certain very desir-able tenacity and litheness of muscle is acquired. It is true that huge bunches and knots of muscle and brawn are not de-veloped, but nevertheless, that more sought-for strength, the strength which draws the distinction between the racer and the cart-horse, the athlete and the laborer, the reserve strength which is denoted by an erect and graceful bearing is attained. In tennis the utmost activity of body is required. One must continually run forward and backward, bend and twist this way and that, and go through many other maneuvers which could never be give by gymnasium apparatus. Thus, is constantly being knitted a symmetrical and elastic set of muscles. We may say then in conclusion, that tennis is a most de-lightful and beneficial form of recreation, producing a clear head, a beautiful body, and a flow of clear, red blood, not to mention a deep sense of wholesome pleasure which it imbues. HIS APOLOGY. F. W. MOSER, '07. PAIR of eyes so soft and blue, With lashes of the raven's hue, And lips that matched in sweet repose The crimson of the blushing rose. A pair of overshoes, size three, Which none could wear but such as she, And now beneath the cushioned seat Reposed in safety at her feet. 102 THE MERCURY. Another maid beside the first Who seemed in pleasant thought immersed ; Hair black as night and midnight e3'es, A mirror for Venetian skies. A man of stalwart limb and frame, Whose deeds were not unknown to fame; But now in dreams his fancy ran To build a world within a span. And with a swish in top-notch style Maid number two rushed down the aisle, He roused and saw with read}' mind That she had left her shoes behind ; And, stooping with an eager face, He pulled the rubbers from their place, And rushing to the open door He flung them from the moving car. But hardly was the action done When up the aisle rushed number one, And in a chilling tone cried she " Those overshoes belonged to me." " Oh ! now ! I say ! can this be true ! '' Those overshoes belonged to you ? " What can I say ? Oh, don't you see ! "Oh, can you ever pardon me. The train dashed on, the moments sped, Until beneath the next dark shed The engine shot with direful shriek That brought a pallor to her cheek. But in a moment as before The crimson blood returned once more, And. that was all there was to see Of that most sweet apology. THE MERCURY. 103 •'OUR ENTRANCE INTO CITIZENSHIP," WITH VALEDICTORY. H. BRUA CAMPBELL, '06. NEVER at any time has the question as to what is the re-lation of the young man to his country and its institutions or in other words what are the duties and responsibilities which citizenship imposes upon the young manhood of our land, pressed upon us more insistently than at the present time. The age in which we are living is one characterized by great movements and vital problems, upon the successful solution of which our most complete growth and advancement is depen-dent. It would be difficult indeed to find an American today in whom there dwels not one vestige of pride in his country's institutions and whose heart does not expand at one time or another in the thought of his country's glorious achievements and still more splendid possibilties. But there is less likeli-hood that any American could be found with mind so narrow that he would refuse to admit that certain insidious and de-structive tendencies totally hostile to the best interests of true democracy, had crept into our government. Due to the " in-ertness and apathy " of a large number of citizens who are best fitted for the task of carrying on successfully affairs of gov-ernment, methods contradictory and subversive of democracy have been allowed to enter into our political system and abide there unmolested. The exposures of moral rottenness in pub-lic affairs and of political turpitude in city, state and nation have clearly revealed how true is the charge that machine politics and bossism have usurped and are continuing to usurp the field that of right ought to be controlled by forces of less selfish and more moral character and that the highest interests of the many are being sacrificed daily to the cupidity and lust for power of the few. Throughout this present period of startling revelations of the betrayal of public trust which have brought to light conditions that are of the gravest menace to our prosperity the inquiry has been advanced as to what is the remedy that will serve to ef-fectively heal the deep wound which civic corruption has caused in the body politic. And with startling unanimity 104 THE MERCURY. Comes the answer—Rouse the citizens from their political somnolency and the Republic is secure. The cure, therefore, lies in the interest which each man ought to manifest in the politics of his country, state and union by reason of the privi-leges he enjoys under the law and order which our political institutions vouchsafe to him. The responsibilities of citizenship strike with peculiar force the young men of today. The coming generation, clothed as it will be with " unprecedented privileges," is confronted with the obligation to cure some of the excesses of liberty which •mar our civilization. It has been well said that the first lesson a young man should learn in the principles of government is that national problems and public questions are his own per-sonal concern and responsibility and that he will have to answer for his conduct toward them as exactly as for his in-dividual moral behavior. He should appreciate thoroughly in the very beginning that the privileges of citizenship which he possesses have been secured not without terrific struggles against autocracy entrenched behind the fortified strength of centuries of existence and that they should be cherished and enjoyed as a priceless heritage—not spurned and disregarded for the sheltered cloisters of cultured ease. Our nation's hope, lies in the young men upon whom the burdenr. and responsi-bility of directing its affairs must at length rest and the young men should show their appreciation of this tremendous obliga-tion by a keen and intelligent interest in all matters politic. The earlier this interest is manifested, the more deeply will it become implanted, and at length, as Bishop Brent eloquently says, it will " fairly burn itself into flesh and blood, nerves and muscles, until the flame of patriotism is kindled in the soul and a citizen worthy of the name moves out into the nations need, equipped to wrestle with the problems and overthrow its enemies." Ah, when we come to think of what it actually means to be an American citizen, when we fully realize the na-tion's power and influence and the political freedom delegated to those under its flag we ought to firmly resolve ever to re-main true to the principles in which our country was founded, and whenever its principles and institutions are endangered to V' THE MERCURY. I05 battle for civic righteousness and put to flight those who seek to pervert its true destiny. The young men have it in their power to prevent those who seek to control politics for selfish ends from attaining their de-sire and it also lies with them whether the government be managed with regard only to the best interest of a majority of its citizens or whether it be run to benefit the privileged few alone. We thus see that a deep responsibility rests upon the citi-zens of this land—an obligation to manifest a vital interest in affairs of state, a responsibility which applies particularly to the young men of our country. But among these there exists a particular class—the college men—to whom goes out with especial force the clarion call to duty-—to meet the civic obli-gations and to assist in directing the management of political government be it in a lofty or lowly sphere. The college man is particulary fitted for an active participa-tion in civic affairs by reason of his collegiate training, and after graduation he should at once indentify himself with the work of promoting good government. Upon departing from college he is entering more largely into the active work of life. The •college man during his years of study has pursued in a some-what isolated way his course of intellectual training and now enters into the wider sphere of professional or business activity. His brain has not increased one ounce by his persistent search for knowledge but it has been so thoroughly disciplined that he can grasp more quickly and more comprehensively problems which would as a rule, defy the intellects of those not possessing the advantages of collegiate training. The scope of his perception has been vastly widened. It must be admitted that the college man, endowed as he is, ought to be a potent factor in the politics of a nation. And so he is, to a certain extent, but the opportunities still continue to beckon him, for all to often is he heedless of his duty and responsibility in this direction. He owes an especial debt to his country by reason of his superior endowment and yet how often does he repudiate the obligation and as a result, Justice, spurned by those who ought to defend her rule, must bow to the forces of Self-interest. io6 THE MERCURY. There is nothing from which the public suffers more today than the silence of its educated classes, that is, the small amount of criticism which comes from its disinterested sources. Educated men say very little about the question of the day but devote their time to science, literature and art or in the practice of their profession or conduct of business. The edu-cated man should, however, speak out upon matters of public interest if for no other reason than that he is peculiarly able to comprehend the right and wrong involved therein. As a writer puts it no educated man can talk intimately upon any subject without contributing something however small to the unseen forces which carry us on to our final destiny. College men are too oft drawn from the proper performance of their civic duties by the desire to follow peacefully and within the narrow confines perchance of their libraries a life of purely intellectual activity which withdraws them from their proper civic interests and lessens greatly their concern for the conduct of the affairs of their government. And it is to be deplored also that Corinthianism or in other words " the moral enervation and decadence that is born of the soft uses of prosperity " pre-sents a grave danger to our institutions. Adversity indeed has its uses; prosperity its perils. And it behooves the college man to beware of the luring voice which urges him so impell-ingly to forsake the true course of energetic devotion to duty and to endanger the frail craft of his life upon the Scylla of intellectual enervation or the Charybdis of moral decadence. It is inevitable that if the citizens of a nation are blind to all else but self, then the end will be corruption and death. The service which the college man renders his country of right ought to be unselfish. He ought to be thoroughly cog-nizant of the fact that there are things of far more importance than his own material advancement. It is this unselfishness which is so essential to true growth and if its spirit be im-planted in the breasts of the young men of today the strength of the nation will know no deterioration. And with regard to the attitude of the college man toward public affairs there is one quality which must be present and that is honesty—honesty of thought, word and deed. The world requires that only those THE MERCURY. I07 can serve her faithfully who are of integrity and firm moral purpose. There need be no complaint from the college man who feels his responsibility that there are no present opportunities for service to his nation—the opportunities exist in every place and sphere. " The time worn humdrum tasks of the older civili-zation with its painful and seemingly insoluble problems beckon," the undeveloped and partly developed land is calling to the able youth for aid, evils, social, political and moral re-quire those with the courage to stamp them out. Everywhere are opportunities ; where are the opportunists ? These are some of the responsibilities of citizenship which confront every college man of today. It lies with him whether he shall meet them courageously as befits a citizen not alone in name but in reality or whether he shall reject those privileges of free government . which alone make our nation a true republic. These are the civic responsibilities which confront the class of 1906 as it leaves behind it the college walls and enters other spheres of activity and let us hope that the class departs fully awakened to its obligations and fully determined to meet them intelligently and courageously. GENTLEMEN OF THE FACULTY : You may feel assured that the class of 1906 is fully aware of its obligations to you, an obligation so great that it can never be fully repaid. It appreciates to the fullest extent the sacrifices you have made upon the altar of scholarship and likewise your untiring energy and unremitting devotion to the task of so moulding the intellect ^ind character of its members that they may now go out into life fitted for careers of honor and usefulness. Your labor has been singularly unselfish, your concern alone having been to advance the best interests of each and every one under your instruction. And we are not insensible of the fact that the very pleasant relationship which has invariably existed between you, gentlemen, and the class of 1906 can be justly ascribed to your continued regard for its welfare and your unfailing courtesy to its members. Time cannot efface the impression which you have wrought upon us and years will not lessen our respect for the teachers of our college days. And so it is with deep regret that we arrive at ■M 108 THE MEKCURV. the parting of our ways and must reluctantly bid you farewell. FELLOW CLASSMATES : We are come where the paths of our lives diverge, and our thoughts at this moment are of a two-fold character. Our glance is turned retrospectively to the past four years, during which time we have walked together through the harvest-fields of intellectual effort, gathering in the products of our toil and stooping now and then to pluck the fragrant flower of whole-some pleasure. Ah ! they were indeed delightful years, full of brightest sunshine. And we recall with keenest pleasure how each passing year seemed to bring us more firmly together in a bond of loyal friendship, a bond which years of separation will vainly strive to sever. And the depth of our sorrow and regret in this hour of parting is tempered only by our gaze ahead where Hope clothed in glorious splendor stands with a smile of warmth upon her countenance beside the curtains which close from our sight the mysteries of the future. En-couraged by this inspiring vision we feel an eager longing to meet what lies before us, confident in our strength and as-sured that in the conflict we will conduct ourselves as befits noble men and women. It is eminently fitting that we should at this point in our journey look back upon the path traversed and then forward to where the attennated road fades from sight upon the plain or loses itself among "the purple peaks re-mote." Inspiration may be gained from either glance. But no matter with what eagerness we look ahead the porgnant grief of parting continues to be felt. We realize that no more will we meet as fellow-studeryts in the various class rooms or beneath the lofty trees which stand guard upon the campus with arms outspread above its green and beautiful expanse. We know that this hour marks the final time when we as a class shall stand together, and the fact that we throughout these years have moved on in continued good fellowship, ever with regard and affection toward one another seems to make the parting even more painful. But we cannot dwell to long, my classmates, upon words of farewell. And so full of confi-dence in your ability to successfully cope with life's responsi-bilities and implicit faith in your ultimate success, I bid you God-speed. ■ 1- THE MERCURY. THE OLD DORM IN THE MOONLIGHT. ROE EMMERT, '06. 109 H v : AVE you seen the Old Dorm shining in the moonlight; And the silver softly sifting through the trees ? Have you heard the fellows singing on the Dorm steps ; And the mandolins a'tinkle in the breeze ? Ah, fellows, on the campus in the moonlight You can hear the sweetest music ever sung, And see beauties that surpass the Grecian sculpture, Whose praises in our ears have ever rung. And fellows, do you ever stop to listen, When they play the mandolins upon the steps? Does your better nature swell and sway within you ; Do the songs of this old College stir its depths? Do you ever watch the Old Dorm in the evening, When the lights begin to flash out one by one Like the eastern stars burn out upon the heavens, Upon the glorious setting of the sun ? And when the lights have dropped away at midnight, And the moonlight sheds its brightness over all ; Do you ever stand and gaze in silent rapture At the grandeur of this old and noble hall ? Ah, fellows, how we love this old white building With its mighty columns, beautiful and strong, With its memories, haunting every nook and corner ; It has been our second home place for so long. Too soon we'll leave this grand and noble College, And leave behind this long familiar hall, But the picture that we'll always carry with us Is the Old Dorm and the moonlight over all. no THE MERCURY. THE SCENERY ABOUT MILLERSBURG, PA. G. L. KlEFFER, '09. 4 while he gazed off to the town on the hill in a manner which bespoke satisfaction and contentment. Overhanging all I be-held the crimson sun sinking as a fiery ball behind the moun-tains, a little to the north of the vertex of the angle, pointing out the very trees upon its summit as sentinels of this majestic scenery. And overhanging all was the white and crimson sky as a halo. Satisfied with the employment of my leisure time I wended my way to the station and pursued my journey as in a dream. -A.: 112 THE MERCURY. HOME SWEET HOME. J. EDWARD LOWE, '06. MR. J. HOWARD PAYNE whom we admire and rev-erence so much was homeless. In his weary and soli-tary walk on the farm of Mr. Talbot, his friend, he stopped to rest under a large chestnut tree near the brink of the Po-tomac, a mile south of Washington. While sitting there he became unconscious of his environments, the verdure of the beautiful terrace sloping down towards the Potomac river, was lovely to behold, but he saw it not. He was deeply involved in spiritual themes. While in his concentrated, emotional and imaginative state of mind, he wrote those beautiful and mem-orable words, that will vibrate in human minds throughout eternity. " 'Mid pleasures and palaces though we may roam, Be it ever so humble, there's no place like home ; A charm from the skies seems to hallow us there, Which, seek thro' the world, is ne'er met with elsewhere." " Home, home, sweet, sweet, home, There's no place like home, Oh, there's no place like hcme." There is something in the word home, that wakes the kind-liest feelings of the heart. It is not merely kindred and friends who render this place so dear; but the very hills, rocks and rivulets throw a charm around the place of one's nativity. It is no wonder that the loftiest harps have been turned to sing of " Home Sweet Home!' The rose that bloomed in the garden, where one has wondered in early years, a thoughtless and innocent child, careless of what its future may be, is lovely in its bloom, and lovelier in its decay. No songs are sweet like those we heard among the boughs, that shade our parent's dwelling, when the morning or the evening hour found us as gay as the birds that warbled over us. No waters are so bright and clear as the silver streams that wind among the flower decked knolls, where in adventur-ous childhood we so often strayed to pluck the violet or lily, or to twine a garland for some loved school-mate. Your dreams of reputation, your swift determination, your ^". piai >i> mr-.iMi THE MERCURY. 113 impulsive pride, your deep uttered vows to win a name, will all sober into affection ; will all blend into that glow of feeling, which finds its center, hope, and joy in home. From my soul, I pity him whose heart does not leap at the mere sound of the name. A home ! It is the bright, blessed, adorable phantom, which sits highest on the sunny horizon that guideth life. It is not the house, though that may have its charms ; nor the fields carefully tilled, and streaked with your own foot-prints ; nor the trees though their shadows be to you, like that of a great rock in a weary-land ; nor yet is it the fire-side with its sweet blaze play; nor the pictures which tell of loved ones; nor the cherished book ; but far more than all these, it is the presence. The altar of your confidence is there; the end of your worldly faith is there. Adorning all these, and sending your blood in passionate-flow, is the ecstasy or con-viction, that there at least, you are beloved; there you are un-derstood ; there your errors are all met with gentlest forgiv-ness ; there your troubles will be smiled away ; there you may unburden your soul, fearless of harsh unsympathizing ears and that there you may be entirely and joyfully yourself. We may wander away, and mingle in the world's fierce strife, and find new associations, and friendships; and fancy we have almost forgotten the land of our birth ; but at some evening hour, as we listen to the autumn winds, the remem-brances of other days come over our souls, and fancy bears us back to childhood's scenes. We roam again the old fami-liar haunts, and press the hands of companions, long since cold in the grave; and listen to voices we shall never hear on earth any more. The American-trooper who is borne away to the green isles of the Pacific, weeps when he thinks of home, and sighs and pines for the vine-covered cottage beyond the sea ; though the hand of time may have faded his ebon locks, and care plowed deep furrows on his brow, and his heart has been chilled by the fierce winds of the typhoon, till the fountains of his love have almost ceased ; yet upon some summer's evening as he looks upon the sun sinking behind the western hill, he will ! 114 THE MERCURY. think of home, his heart will yearn for the loved of other days, and his tears will flow like the summer's rain. After long years of absence the heart of the wanderer beats, and his eyes fill, as he catches a glimpse of the hills of his nativity. When he has pressed the lips of a brother or sister, how soon does he hasten to see if the garden, the orchard and the stream look as in the days gone by ? We may find climes as beautiful, skies as bright, and friends as devoted ; but all these will not take the place of home, the dearest spot on earth. o SAVED BY GRACE. '08. N a hillside, about one mile west of Gettysburg, a vine-yard was conducted by a man who was very well-known to the present and many of the past generations of students. From the product of this vineyard, the owner packed and shipped to various markets the greater portion of the grapes, while he manufactured wine from the poorer quality and sold it in the unfermented form to many of the students and towns-people. The plot of ground on which the vineyard and the home of the farmer were located, consisted of about six acres. The west and north sides were bounded by woodland, while the southern and eastern limits were marked by two country roads. At the junction of these roads, in the southern corner of the farm, a cottage stood, and directly back of this was a small barn. There were also numerous other buildings necessary to complete the fixtures of a small farm. In the family there were only three people, the father, mother and a daughter, who at that time was in her eighteenth year. The father was an eldery looking man of fifty-five, his form showing the results of many years of hard work ; his wife, a woman of small build and plump form ; the daughter, a tall graceful girl, with black shining hair, brown eyes and a fair skin. She was beautiful to look at and of a kind and - "^_^.^.^.-.-M- rflWWi^iHWW "■■! »M| 'I THE MERCURY. us pleasing disposition, proving decidedly the watchfulness under which she was reared by her fond parents. As has been stated in the beginning of our story, the scene is laid near the historic town of Gettysburg, which is almost surrounded by the hills and mountains where was fought the decisive battle of our great Civil War. In the village is located Pennsylvania College, a Lutheran Institution founded early in the nineteenth century. Many men have been graduated from this college, who have made for themselves places of promin-ence in all avenues of life. Among all the students who at-tended this institution during the time in which the vineyard flourished, few indeed there were who did not visit the grape farm, and who were not well acquainted with the farmer and his family. Undoubtedly many of the students were honest enough to purchase what they wished, either of grapes or wine, but it also stands that many of the students made unlawful visits to the vineyard. It was the result of such a visit that brings us to the. interesting part of our story. On an early autumn evening, several young men, students in the college, were gathered in a room, all overflowing with mischevous ideas. Not a few suggestions were made as to what they should do, but all seemed undecided as to which idea would be best to follow, until a visit to the vineyard was proposed. The vote was unanimous that three of the " Boys" should leave promptly at eleven o'clock for the farm, and that without fail a plenteous supply of the fruit should be brought in. At the appointed time, Bob Stewart, Jack Wills, and Tom Bonner met on the campus, and in a short time were on their way. After walking for about a half hour, during which period they had almost encircled the small farm, the trio made ready to enter the vineyard from the west side. One of the number, Tom Bonner, was sent to a spot, within a hundred yards of the house to stand guard while Bob and Jack filled the bags with grapes. Everything ran smoothly until all were ready [or the departure, when all of a sudden, Tom was seized by a strong pair of hands and was commanded to make an ex- u6 THE MERCURY. planation of his presence in such a place at that hour of the night. Tom was completely unnerved, and during the time he was recuperating from the shock, Bob. and Jack made their escape, leaving their plunder behind. After a short while, Tom gathered enough courage to tell, in broken sentences, a falsehood, which he thought would set him free. The result, however, was to the contrary, for his captor, who was no other than the farmer, compelled him to accom-pany him to the house. Here he was held until morning, as it was the full intention of the owner of the vineyard to turn him over to the proper authorities. Tom passed a very rest-less night; but how could one do otherwise, especially one whose imagnative power had already landed him in prison. Early the next morning, the farmer with his family called Tom. before them. He was told in plain words what was to be done. The farmer accused him of being the person who had been robbing him for sometime. This made things all the more serious, and under the strain of a restless night, together with the relization of what he had imagined during the hours he spent in captivity, Tom broke down completely. He sobbed and cried bitterly, thinking of the foolhardy expedi-tions young fellows often take, and of the disgrace which would surely befall his name and family. The farmer and his wife had gone about their early morning duties and Tom was still hoping and praying against what seemed almost inevitable, when the daughter, Grace, walked into the room, and without the slightest hesitation tried in her girlish way to console him. Her efforts worked admirably, for in a short time our hero was instilled with new hope. He confessed all to Miss Grace, and it was with no little sincerity that she promised to save him, if possible, from-the dishonor which he felt sure would come. It was only a few minutes after Grace had left Tom that the farmer entered the room and commanded him to make the necessary preparation for the trip to town. In the meantime Grace had convinced her mother that Tom was, as all boys are apt to be, mischevious, and that he should not be punished for this, which she felt sure was his first offense. THE MERCURY. 117 All was in readiness for the start; the team was standing by the gate, and the farmer with his captive had just left the house and was walking toward the conveyance, when Grace called to her father. He stopped, but little did he suspect what her in-tention was, and before he had time to think, Grace begged and plead in her own effective way, for her father to change his plan. She confronted him with one argument after another, the principal ones being these: That undoubtedly it was Tom's first offense of such a serious nature; furthermore she asked her father what he should hope for, were a child of his ever to be found in a like predicament. Grace's father saw things in a different light and instead of bringing Tom to town and placing him in the hands of the law, he was driven up to the entrance of Old Pennsylvania Hall. The farmer gave Tom all the grapes his companions had gathered the night before and the privilege of the vine-yard whenever he wished. He was also asked in a very urgent way, to visit the family. It is needless to say, after Tom's most pleasant experience with Miss Grace, that he took advantange of the invitation. His visits were made often, and it seemed as though the more frequent they became, the still more frequent Tom wished them to be. The two young people grew to be the best of friends, and it was only a short time after his graduation from Penn-sylvania College, that the expedition on which he had started one autumnal eve, was brought to a close by his marriage to Grace. Often now as Tom and Grace sit in their cozy home, with children romping about them, do they speak of Tom's trip to the vineyard and its happy ending. THE MERCURY Entered at the Postoffice at Gettysburg as second-class Matter Voi,. XIV GETTYSBURG, PA., JUNE, 1906 No. 4 Associate Editors GEO. W. KESSLER, '08 J. K. ROBB, '08 EDMUND L. MANGES, '08 Advisory Board PROF. J. A. HIMES, LITT.D. PROF. G. D. STAHLEY, M.D. PROF. J. W. RICHARD, D.D. Editor-in-ch ief WARD B. S. RICE, '07 Exchange Editor THOS. E. SHEARER, '07 Business Manager THOMAS A. FAUST, '07 Ass't Bus. Managers. HENRY M. BOWER, '08 H. WATSON DAVISON, '08 Published each month, from October to June inclusive, by the joint literary societies of Pennsylvania (Gettysburg) College. Subscription price, one dollar a year in advance; single copies 15 cents. Notice to discontinue sending the MERCURY to any address must be accompanied by all arrearages. Students, Professors and Alumni are cordially invited to contribute. All subscriptions and business matter should be addressed to the Busi-ness Manager. Articles for publication should be addressed to the Editor. Address THE MERCURY, GETTYSBURG, PA. EDITORIALS. SENIOR FAREWELL. The time has again arrived L=JUf3f===4 '-—I f°r tne graduation of another class from our college. The MERCURY staff deplore the fact that we must bid farewell to the Seniors—you who have aided us so much by your advice and kindly criticism ; but most of all by your literary contributions. We will feel your loss keenly,^but sincerely hope that as you depart from our Alma Mater your interest in the Literary aawww.iili 11 in iwip'mi' «ni|n / THE MERCURY. 119 Journal, whose standard you have done so much to maintain, will not cease, and that you will continue to give us your aid. An article or two from our alumni in each edition adds dignity to the paper, and insures the student body and the alumni that you are still interested in the welfare of your College Journal. Not only do the students enjoy reading the articles of our alumni, but they become more desirous of producing a writing worthy of publication in the same paper. Since we know your time for departure has come, and that you have reached the coveted goal, and are now ready to en gage in the real battle ot life, we bid you God-speed, and hope each member of the class of 1906 has chosen a vocation that will be a source of continual pleasure to him. Sincerely, " THE STAFF." REVIEW. We now stand at the close of another college year ; a year has past that will never return; we have passed through a stage of our college course which we shall not ex-perience again, however much we may wish to do so at a future time. We hope that they are not among us, who can not say that this was the best year of their lite. If there should be those who can not say this, surely their environment this year has not affected them ; either the individual did not have the capacity, or the spirit too weak, for doubtless it was present, as a slight glance backward will readily show, from the very beginning until this the end. In truth this has been the condition all over our fair land, but especially we can say this of our own dear Alma Mater. This year she has enrolled more students than ever before—men who promise to support high purposes and to make real men. Also she has played no little part in the intellectual realm. Her students have main tained a high standard of scholarship; they have shown an unusual interest in matters of inter collegiate as well as collegi-ate concern; in almost every literary pursuit a new standard has been set up. Not only along intellectual lines has she been so successful but physically as well. Her athletic teams 120 THE MERCURY. deserve the highest praise; they have not only borne the flower 'bt victory from the accustomed places, but have cap-tured new" trbphies with which they adorn the fond days of old. 'So Without hesitation we can say that this year has been a' grand success, but our ideal has "not yet been realized, there-fore, let each one come back next year with a stout determi-nation to reach higher. The very fact that we have your subscription To THE ALUMNI. , , . • , . * , i shows that you are interested in us, but we would more than appreciate an article from your, or a word of criticism. It is our constant aim to improve our paper and we' believe that you can . help us. We sincerely hope that you Will not forget this, arid that' when we g'o to make up the •October issue we will find some alumni contributions. ■:■ EXCHANGES. . ■ . Our exchanges all put in their appearance'in due time this mon'th, some in bright new spring attire and the others in their regular dignified garb. All are full of the spirit of springtime and commencement. The Havetfordian still maintains its high standard from month to "month. The newly installed Board of Editors in forming its policy has considered the advisability of publishing a monthly literary journal and a bi-weekly newspaper instead of the present combined monthly, and has decided that such a change cannot be made at present. However after the June issue there will be no Exchange Department, that space being devoted to the Alumni and College Departments. The Owl published by the students of Temple College, Phila-delphia, is now one of our exchanges. The May number is the second issue and does entire credit to its Board. We par tjcularly admire the drawings in the different departments. As we close our Exchange Column for the year, we wish to thank pur contemporaries for their kind commendation and criticism of our work, and we wish to assure them that we have enjoyed and profited by the results of their labors. We wish you all a happy and successful vacation. PATRONIZE OUR ADVERTISERS FURNITURE Mattresses, Bed Springs, Iron Beds, Picture Frames. Repair Work done promptly. Under-taking a specialty. * Telephone No. 97. EE. IB. Bender 37 Baltimore St., Gettysburg, Pa. The Windsor Hotel 1217=2 Filbert St., Philadelphia. Headquarters for Students. Thoroughly Renovated, Refurnished and Remodeled FRANK M. SCHEIBLEY, Manager. Graduate of Lafayette College 1898. A. G. Spalding & Bros. 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[spa] La presente tesis doctoral se presenta como una investigación de Historia Contemporánea con raíces en la Ciencia Política. Su finalidad es comprender la identidad insular característica de las Illes Balears y de manera particular de Eivissa, ya que el tema identitario, además de cobrar relevancia en los tiempos presentes, es un concepto que ayuda a comprender la cultura política de las sociedades contemporáneas así como un elemento principal en el desarrollo del capital social de las mismas. En este sentido, el insularismo sería el concepto clave para comprender la identidad insular. Por ello se procederá a desarrollar diferentes consideraciones en torno a este concepto con el fin de hacer comprensible a cualquier residente del continente la carga simbólica de los ciudadanos de las Illes Balears. En el primer capítulo introductorio se expondrán los objetivos e hipótesis de la investigación, y en segundo capítulo se desarrollará la metodología empleada y se detallarán las fuentes estudiadas para explorar la identidad insular como característica propia del archipiélago balear. El tercer capítulo se dedicará a exponer el marco teórico y a reflexionar sobre las diferentes nociones que influyen en la conformación del concepto principal de este estudio. Le seguirá un desarrollo teórico necesario para comprender la identidad insular y todas las cargas simbólicas que se construyen en torno a dicho concepto y para abordar la relación existente entre la identidad insular y la cultura política. Esta relación explica en gran medida las relaciones existentes entre todos los elementos estudiados en esta investigación. Diferentes elementos que ayudan a explicar tanto la identidad insular predominante así como los efectos de esta identidad insular en el desarrollo político y social insular, dando así una justificación a la conexión entre todos los capítulos siguientes. El capítulo IV ofrecerá una visión macro a través del ejercicio comparado entre dos territorios insulares, el archipiélago canario y el balear, que puede ayudar a visualizar el desarrollo identitario y sus consecuencias. Servirá como referencia el estudio realizado por Eve Hepburn en el que analiza comparativamente distintas regiones insulares y sus demandas de autonomía, de soberanía o de independencia. Se utilizarán las variables que propone la autora y se estudiará el sistema de partidos balear 8 que, a diferencia del canario, carece de un partido de índole autonómico o archipielágico, lo que a posteriori se traduce en unas demandas insulares satisfechas o insatisfechas. Otra variable a destacar es el análisis de la «Linz-Moreno question», pregunta aplicada en las encuestas del CIS que suele medir el grado de identificación, nacionalismo o regionalismo y, en nuestro caso, de insularismo. Otras variables que se contemplarán en esta investigación serán los recursos económicos, las relaciones externas con el Estado y entidades supranacionales, el papel de Balears en la administración del Estado y factores asociados con el «islandness», destacando como aportación propia de este estudio la incorporación del índice del malapportionment como factor asociado al «islandness». En el capítulo V se realizará un análisis del Diario de Ibiza a partir de la teoría del nacionalismo banal de Michael Billig y del concepto de insularismo banal desarrollado teóricamente en el capítulo III. Concluirá la investigación con un análisis diacrónico del sistema político de Eivissa durante la II República aplicando una fórmula propia para poder determinar la participación absoluta en dicho periodo. En este sentido, el apartado se centra en el estudio del comportamiento electoral como un elemento clave en la cultura política. Se llevarán a cabo análisis comparados de la participación electoral a nivel estatal, autonómico e insular en los periodos mencionados, conjugando así una dimensión diacrónica y sincrónica. En el conjunto del trabajo se aprecian las conexiones entre uno y otro capítulo como fenómenos explicativos el uno del otro. ; [cat] La present tesi doctoral es presenta com una recerca d'Història Contemporània amb arrels en la Ciència Política. La seva finalitat és comprendre la identitat insular característica de les Illes Balears i de manera particular d'Eivissa, ja que el tema identitari, a més de cobrar rellevància en els temps presents, és un concepte que ajuda a comprendre la cultura política de les societats contemporànies així com un element principal en el desenvolupament del capital social d'aquestes. En aquest sentit, l'insularisme seria el concepte clau per a comprendre la identitat insular. Per això es procedirà a desenvolupar diferents consideracions entorn d'aquest concepte amb la finalitat de fer comprensible a qualsevol resident del continent la càrrega simbòlica dels ciutadans de les Illes Balears. En el primer capítol introductori s'exposaran els objectius i hipòtesis de la recerca, al segon capítol es desenvoluparà la metodologia emprada i es detallaran les fonts estudiades per a explorar la identitat insular com a característica pròpia de l'arxipèlag balear. El tercer capítol es dedicarà a exposar el marc teòric i a reflexionar sobre les diferents nocions que influeixen en la conformació del concepte principal d'aquest estudi. Li seguirà un desenvolupament teòric necessari per a comprendre la identitat insular i totes les càrregues simbòliques que es construeixen entorn d'aquest concepte i per a abordar la relació existent entre la identitat insular i la cultura política. Aquesta relació explica en gran manera les relacions existents entre tots els elements estudiats en aquesta recerca. Diferents elements que ajuden a explicar tant la identitat insular predominant així com els efectes d'aquesta identitat insular en el desenvolupament polític i social insular, donant així una justificació a la connexió entre tots els capítols següents. El capítol IV oferirà una visió macro a través de l'exercici comparat entre dos territoris insulars, l'arxipèlag canari i el balear, que pot ajudar a visualitzar el desenvolupament identitari i les seves conseqüències. Servirà com a referència l'estudi realitzat per Eve Hepburn en el qual analitza comparativament diferents regions insulars i les seves demandes d'autonomia, de sobirania o d'independència. S'utilitzaran les variables que proposa l'autora i s'estudiarà el sistema de partits balear que, a diferència 10 del canari, manca d'un partit de tipus autonòmic o arxipielàgic, la qual cosa a posteriori es tradueix en unes demandes insulars satisfetes o insatisfetes. Una altra variable a destacar és l'anàlisi de la «Linz-Moreno question», pregunta aplicada en les enquestes del CIS que sol mesurar el grau d'identificació, nacionalisme o regionalisme i, en el nostre cas, d'insularisme. Altres variables que es contemplaran en aquesta recerca seran els recursos econòmics, les relacions externes amb l'Estat i entitats supranacionals, el paper de Balears en l'administració de l'Estat i factors associats amb l'«islandness», destacant com a aportació pròpia d'aquest estudi la incorporació de l'índex del malapportionment com a factor associat a l'«islandness». En el capítol V es realitzarà una anàlisi del Diario de Ibiza a partir de la teoria del nacionalisme banal de Michael Billig i del concepte d'insularisme banal desenvolupat teòricament en el capítol II. Conclourà la recerca amb una anàlisi diacrònica del sistema polític d'Eivissa durant la II República aplicant una fórmula pròpia per a poder determinar la participació absoluta en aquest període. En aquest sentit, l'apartat se centra en l'estudi del comportament electoral com un element clau en la cultura política. Es duran a terme anàlisis comparades de la participació electoral a nivell estatal, autonòmic i insular en els períodes esmentats, conjugant així una dimensió diacrònica i sincrònica. En el conjunt del treball s'aprecien les connexions entre un i un altre capítol com a fenòmens explicatius l'un de l'altre. ; [eng] This thesis investigates contemporary history using political science as a frame of reference. Its purpose is to understand the insular identity of the Balearic Islands, with a focus on the Island of Eivissa. This issue has gained relevance in present times since it helps understand the current political culture and the development of social capital in the Island. The thesis builds its theoretical backbone on the concept of insularism since this is a key concept in the understanding of the symbolic burden of the Balearic Islands citizenship. The first chapter introduces the objectives and hypotheses of the research project, and the second chapter shows the methodology and the sources utilized to explore the insular identity as an idiosyncratic characteristic of the Balearic Islands. The third chapter focuses on the theoretical framework and on the description and analysis of important notions that influence insular identity. This is followed by a description of the theoretical framework that is required to understand the concept of insular identity, its symbolic loading and on addressing the relationship between insular identity and political culture. This relationship largely explains the relationships between all the elements studied in this research. Different elements that help to explain both the predominant insular identity as well as the effects of this insular identity in the insular political and social development, thus giving a justification to the connection between all the following chapters. The fourth chapter offers a macro view through the comparative analysis of two island territories: The Canary Islands and the Balearic Islands. This exercise helps us visualize the development of identity and its consequences. The main reference for this analysis is the study carried out by Eve Hepburn in which she comparatively analyzes different island regions and their demands for autonomy and sovereignty. Our study utilizes the same variables as Hepburn, but in addition, it also studies the impact of an autonomous archipelago party, which the Balearic Islands have but the Canary Islands do not. We also analyze the «Linz-Moreno question», which is often included in CIS surveys, that usually measures the degree of identification, nationalism or regionalism and, in our case, insularism. Other variables that will be considered in this research will 12 be economic resources, external relations with the State and supranational entities, the role of the Balearic Islands in the administration of the State and factors associated with «islandness». As an important contribution, we link this latter factor to the «malapportionment» index. In chapter V, we use Michael Billing's theory of banal nationalism and concept of banal insularism to analyze the content of Diario de Ibiza, a local newspaper. We also perform a diachronic analysis of the political system of Eivissa during the Second Republic, focusing on the study of electoral behavior as a key element in political culture. We then conclude with a comparative analyzes of electoral participation at the state, regional and island levels in the aforementioned period, thus combining a diachronic and synchronic dimension. The thesis can be seen a collection of highly interlinked phenomena that both affect and get affected by each other.
Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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(2017). Implementing Multicultural Education for Young Children in South Korea: Implementing Multicultural Education for Young Children in South Korea: Early Childhood Teachers' Needs 1 ). March. Dabbagh, N & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Pearson Education, Inc. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Daryanto. (2014). Pendekatan Pembelajaran Saintifik. Gava Media. Dick, C. & C. (2009). The Sistematic Design of Instruction. Upper Saddle River. Elde Mølstad, C., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344. https://doi.org/10.1177/1474904116639311 Eurydice. (2018). Steering Documents and Types of Activities. 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Haridza, R., & Irving, K. E. (2017). The Evolution of Indonesian and American Science Education Curriculum: A Comparison Study. 9(February), 95–110. Hatch, J. A. (2012). From theory to curriculum: Developmental theory and its relationship to curriculum and instruction in early childhood education. In & D. W. N. File, J. Mueller (Ed.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 42–53). Hos, R., & Kaplan-wolff, B. (2020). On and Off Script: A Teacher' s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization On and Off Script: A Teacher' s Adaptati on of Mandated Curriculum for Refugee Newcomers in an Era of Standardization. Journal of Curriculum and Teaching, 9(1), 40–54. https://doi.org/10.5430/jct.v9n1p40 Hosnan, M. (2014). Pendekatan saintifk dan kontekstual dalam pembelajaran abad 21. Ghalia Indonesia. Hussain, A., Dogar, A. H., Azeem, M., & Shakoor, A. (2011). Evaluation of Curriculum Development Process. 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Hunafa: Jurnal Studia Islamika, 10(1), 1–18. Nevenglosky, E. A., Cale, C., & Aguilar, S. P. (2019). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36, 31. Nuttal, J. (2013). Weaving Te Whariki: Aotearoa New Zealand's early childhood curriculum framework in theory and practice (2nd ed.) (2nd ed.). NZCER Press. Oates, T. (2010). Could do better: Using international comparisons to refine the National Curriculum in England. O'Gorman, L., & Ailwood, J. (2012). 'They get fed up with playing': Parents' views on play-based learning in the preparatory year. Contemporary Issues in Early Childhood, 13(4), 266–275. https://doi.org/10.2304/ ciec.2012.13.4.266 Orakci, S., Durnali, M., & Özkan, O. (2018). Curriculum reforms in Turkey. In Economic and Geopolitical Perspectives of the Commonwealth of Independent States and Eurasia (Issue July 2019, pp. 225–251). https://doi.org/10.4018/978-1-5225-3264-4.ch010 Organization for Economic and Co-Operation and Development. (2019). Change Management: Facilitating and Hindering Factors of Curriculum Implementation. 8th Informal Working Group (IWG) Meeting, 1–25. Poedjiastutie, D., Akhyar, F., Hidayati, D., & Nurul Gasmi, F. (2018). Does Curriculum Help Students to Develop Their English Competence? A Case in Indonesia. Arab World English Journal, 9(2), 175–185. https://doi.org/10.24093/awej/vol9no2.12 Prasetyo, A. (2015). Curriculum Development of Early Childhood Education through Society Empowerment as Potential Transformation of Local Wisdom in Learning. Indonesian Journal of Early Childhood Education Studies, 4(1), 30–34. https://doi.org/10.15294/ijeces.v4i1.9450 Ramdhani, S. (2019). Integrative Thematic Learning Model Based on Local Wisdom For Early Childhood Character. 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Nell'ordinamento italiano, il tema della disciplina delle procedure e dei contenuti della contrattazione collettiva rappresenta una delle maggiori questioni giuslavoristiche, che non ha ancora trovato una stabile soluzione. Ad essa, inoltre, si lega strettamente il tema della regolamentazione, a fini negoziali, dei soggetti dell'autonomia collettiva. La finalità della presente trattazione è quella di esaminare, dapprima, lo sviluppo storico del dibattito nell'ordinamento italiano, per concentrare, in seguito, l'attenzione sulle tematiche più recenti che, anche alla luce della crisi dell'unità sindacale e della frammentazione dei tessuti produttivi generata dalla globalizzazione, evidenziano una richiesta di regolamentazione obiettiva dell'attività negoziale. In merito a tali questioni verrà infine esaminato, in una logica comparata, l'ordinamento francese che, a differenza di quello italiano, ha disciplinato per legge i presupposti, le procedure e i requisiti di accesso alla negoziazione collettiva sin dalla prima metà del XX Secolo. In particolare, il primo capitolo della tesi prende in esame, dapprima, la questione che si pone alla base dell'intero dibattito nazionale sulle modalità di regolamentazione della contrattazione collettiva: la mancata attuazione da parte del legislatore della seconda parte dell'art. 39 Cost. e la conseguente illegittimità costituzionale di quelle norme volte a generalizzare l'efficacia degli accordi collettivi aggirando quanto previsto dalla Carta fondamentale. L'analisi prosegue con la disamina dell'evoluzione storica della contrattazione anomica nel nostro ordinamento: a partire dalla negoziazione accentrata a livello nazionale nei primi anni Cinquanta, dalle istanze di decentramento e dall'effimera introduzione della contrattazione articolata con il Protocollo Intersind-Asap del 1962, fino alla bipolarità totale tra livello confederale e aziendale manifestatasi tra la fine degli anni Sessanta e la metà degli anni Settanta del Novecento, per giungere alla negoziazione collettiva della crisi, con gli accordi triangolari e la concertazione che, tra alterni risultati, hanno prodotto i loro effetti fino alla metà degli anni Duemila. In tale contesto, particolare attenzione è dedicata al sistema degli accordi del luglio-dicembre 1993 che, per quasi vent'anni, hanno costituito il fulcro di una disciplina delle relazioni industriali organizzata su due livelli, e che hanno tentato, nel contempo, con l'introduzione delle RSU, di contrastare la crisi di rappresentatività delle organizzazioni sindacali, evidenziata nella sua gravità, pochi mesi dopo, dal referendum del 1995 sull'art. 19 della l. 300/1970. La parte finale del primo capitolo si pone in ideale continuazione con l'inizio del secondo. Al centro dell'esame vi sono le questioni dei nostri giorni che hanno indotto le parti sociali, significativamente del settore industriale – a seguito della crisi del sistema del 1993, che ha avuto il proprio epicentro nella vertenza Fiat del 2009-2011, della successiva e connessa sentenza manipolativa della Corte Costituzionale del 2013 in riferimento, ancora una volta, all'art. 19 St. lav., e all'introduzione da parte del legislatore del discusso art. 8 del d.l. 138/2011 – a ritenere maturi i tempi per una nuova regolamentazione pattizia del sistema. Al riguardo, vengono analizzati nel dettaglio i tre accordi interconfederali del 28 giugno 2011, 31 maggio 2013 e 10 gennaio 2014, l'ulteriore e recentissima intesa del 28 febbraio-9 marzo 2018 e il dibattito, in una prospettiva de iure condendo, sull'opportunità di introduzione di una legge sindacale, capace, eventualmente, di dare completa attuazione all'art. 39 Cost. Il terzo capitolo, infine, si pone in parallelo con i primi due, dal punto di vista dell'ordinamento francese. Pertanto viene inizialmente presa in considerazione l'evoluzione normativa di tale contesto giuridico, a partire dalla loi del 1919 sulla contrattazione collettiva di diritto comune e dalla leggi del 1936 e 1950 sull'estensione erga omnes in via amministrativa dei contratti collettivi sottoscritti dalle organizzazioni sindacali rappresentative, fino al nuovo modello di "cittadinanza nell'impresa" proposto dalla leggi Auroux del 1982 e alla frammentazione del sistema tra gli anni Ottanta e Duemila, punteggiata di provvedimenti privi di carattere sistematico e, in alcuni casi, contraddittori. Ci si sofferma, infine, sulle riforme che, in tempi recenti, hanno svolto il ruolo di pietre angolari nella ridefinizione degli assetti dell'ordinamento francese: l'introduzione di criteri obiettivi per la selezione dei sindacati rappresentativi nel 2008, l'estensione di tale modello alle organizzazioni datoriali nel triennio 2014-2016 e, sul versante dell'assetto contrattuale, le discusse riforme introdotte con la loi Travail dell'8 agosto 2016 e dalle ordonnances promosse dal neo-presidente Macron nell'autunno del 2017, nella direzione di una forte valorizzazione del secondo livello negoziale, a discapito delle conventions de branche. Il punto d'arrivo del percorso tracciato supra porterà a cercare di dare una risposta, da un lato, all'interrogativo inerente all'opportunità di intervenire, nell'ordinamento italiano, con una legge sindacale, per fornire certezza, chiarezza e stabilità al sistema contrattuale e, in seconda istanza, anche sulla base della riflessione comparata, ad una valutazione su quali potrebbero essere gli istituti più efficienti da adottare, nei termini anzidetti, per assicurare un'estensione generalizzata della contrattazione collettiva, idonea a permettere un armonico sviluppo anche degli accordi di secondo livello. ; In the Italian legal framework, the question concerning the regulation of procedures and contents of collective bargaining represents one of the major labour law issues, which has not found a satisfying solution yet. The abovementioned topic is, in addition, strictly connected to the selection of criteria aimed to determine the actors of the bargaining process. The purpose of the present dissertation is then to examine, first of all, the historical development of the debate on the aforementioned issues in the Italian context, to focus attention, afterwards, on the most recent instances to enact a clearer regulation of the bargaining process, in reason of the crisis of trade unions' cohesion and of the fragmentation of production originated by globalisation. Finally, the last part of the dissertation will be centred on a comparative analysis with the French regulative context that, in opposition to the Italian one, disciplined by law prerequisites and procedures to accede to collective bargaining process already at the beginning of XX Century. In particular, the first chapter starts from the matter of contention at the base of the whole national discussion referred to the regulative process of arrangements executed between employers' and workers' organizations: the incapability of the Italian legislator to enact a law concerning the collective bargaining proceeding respecting, in the meantime, the criteria set forth by Article 39 of the Constitution, that has been at the base of the consequential declaration of illegitimacy of all the legislative attempts to generalize the efficacy of the considered agreements, circumventing the provision of the Fundamental Chart. The analysis continues focusing on the evolution of collective agreements regulated by civil law in the national legal framework: highly centred during the Fifties, then organized on two ordered levels in the brief period of "contrattazione articolata" – introduced initially in public industries with the Protocol Intersind-Asap of 1962 and soon extended to the private field – until the total independence between company and sectorial bargaining level in the years between the end of the Sixties and the beginning of the Seventies, and to the particular characteristics assumed by the said agreements during the oil crisis and in the following years, when the practice of the three-side covenants executed between main trade unions, employers' organizations and the government, with different outcomes, perdured until the middle of 2000's. In this context, particular attention is devoted to the collective agreements executed at national level in July-December 1993 that, during the following twenty years, have been considered the fulcrum of the two-level collective bargaining system, and which attempted, in the meantime, with the introduction of Trade unions' Unitary Representative bodies (in Italian, Rappresentanze Sindacali Unitarie, RSU) to contrast the deep crisis of representativeness of workers' organizations, whose gravitas has been highlighted, several months after, by the national referendum held in 1995 on Article 19 of law no. 300 of 1970. The last section of the first chapter founds an ideal continuation in the second one. In this field, the main topic become the most recent issues concerning the Italian bargaining system, and significantly the one which moved social actors of the industrial sector – on the base of the crisis of the system of 1993, showed by the Fiat dispute of 2009-2011, followed by the connected judgment of Constitutional Court that in 2013 modified another time the interpretation of Article 19 of law no. 300 of 1970, expanding the criteria to admit workers' organization to benefits provided by the law, and by the enactment of Article 8 of law-decree no. 138 of 2011 – to affirm that is come the time to set new rules to try to govern the bargaining system. On this point, the dissertation focuses attention on the three national collective agreements held on 28 June 2011, 31 May 2013 and 10 January 2014 and on the further arrangement of 28 February-9 March 2018 and on the respective debate centred, in a perspective of reform, on the opportunity to introduce a bill able to completely fulfil the requirements of Article 39 of the Italian Constitution. The third chapter, finally, follows the scheme of the precedent ones, from the point of view of the French legal framework. Therefore, firstly is described the evolution of the said juridical context, from the loi of 1919 concerning collective agreements regulated by civil law and the regulations of 1936 and of 1950 on the extension erga omnes, through an administrative decree, of collective agreements signed by representative trade unions, until the new model of "citizenship in the company" promoted by the laws Auroux enacted in 1982 and to the fragmentation of the labour law system occurred between the 80s and 2000s, characterised by measures without a systematic approach and, sometimes, in contrast between each other. The attention is focused, then, on the reforms that, recently, heavily redefined the structure of the French labour law framework consisting in the introduction, in 2008, of objective criteria to select representative trade unions, in the extension of this model to employers' organizations in 2014-2016 and, with reference to the bargaining structure, in the disputed reform responding to the name of loi Travail, held in 2016, and in the ordonnances promoted by the new President Macron in the late 2017, towards the direction of a relevant and decisive expansion of company collective agreement, to the detriment of sectoral level. The arrival point of the path traced above regards the attempt to reply to the issue concerning the opportunity to provide or not, in the Italian context, for a law regulating collective bargaining and the related obligations and rights of social actors, to clarify and stabilize the arrangement system. Secondly, also on the base of the comparison with the French frame of reference, the dissertation is closed by a reflection on the possible legal institutes to be introduced in the Italian juridical framework, in order to assure a general extension of collective bargaining, in the light to allow an harmonious development also of the company level.
Moving back to the land is, from different perspectives, a fascinating topic that has been on stage since the sixties. Since then, new forms of rurality have become an upcoming phenomenon on the media, still today we often hear of unexpected success of rural entrepreneurs who reinvented their life, they represent their triumph as reaction to market failure and city-life depression. From a sociological point of view, it is an exciting counter-cultural subject. How to study neo-rurality nowadays? Speaking in contemporary terms, we can talk about changes in rurality, taking Rural Social Innovation as our approach. As we'll see, social innovation is as appropriate as ambiguous when it comes to the research implementation, lacking in the specificity of the definition. Therefore, I decided to integrate the conceptual framework with two more solid theoretical approaches: social capital and moral market, which may analytically help understand and investigate the topic. From that, a research question rises, followed by an intense fieldwork. Let's go step by step, starting by introducing the study. a) The topic: Neo-rurality In the first chapter I explain the topic. Rurality studies connect different disciplines: sociology (marginality, mobility, market dynamics); geography (distance and periphery); policies and normative discourse (inner areas and rurality). 'Back-to-the-land' generally refers to the adoption of agriculture as a full-time vocation by people who have come from non-agricultural lifestyles or education. Originated in the 1960s, it situates back-to-the-landers as part of broader counterculture practices (Belasco, 2006). The back-to-the-land movement of the 1960s and 70s is often framed in relation to general cultural currents that encouraged "dropping out" of mainstream society in search of alternatives. "Multiplying fivefold between 1965 and 1970" writes Belasco (1989: 76) of communal back-to-the-land projects, "3,500 or so country communes put the counterculture into group practice". During the 1970s, the "protestant neo-ruralism" (neoruralismo protestatario, Merlo, 2006) conceives rural areas as the place where an alternative way of life can be experienced through the creation of an alternative agricultural production process. That approach refuses completely the Green Revolution (GR) paradigm (Shiva, 2016). Later, the development of alternative agricultural production was embedded in the agro-ecological paradigm, then absorbed by the global industrial system through the creation of organic certifications. Such a process of integration has developed a new critical reflection on food production and market relations. Neo-rurality is the frame that collects different approaches which are changing rural areas on different levels. It calls for attention to the relation between environmental issues, rural crisis and territorial issues (Ferraresi, 2013). Neo-rural farmers try a new model that is economically, socially and environmentally sustainable, protects biodiversity and promotes local quality food. In fact, production of quality food is key for the activation of practices and community relationships within the horizon of agro-ecological values. In Italy, pioneers of the alternative movements came from different backgrounds: the radical left, the ecologist movement and the anti-conformist or alternative movements. Also, a pioneering phase was characterized by a multiplicity of regional-level and often unconnected initiatives (Fonte, Cucchi, 2015). Ferraresi (2013) describes 'Neo-rurality' as a new, social and complex economy. Born partly in response to expansion of industrial food and partly due to the survival of some systems that resisted to conversion, we see emerging new or resurgent forms of production, trade and consumption, latterly conceptualised by academics as 'Alternative Agro-Food Networks' (AAFNs) or 'Alternative Food Networks' (AFNs). Movements become key players in the definition of new market places (Friedmann, 2005). Food movements act as an engine of awareness in consumption, and address issues that are core for social and media consensus, for instance health, environment, quality of life (Goodman, 1999), and also social justice and fair trade (Elzen et al., 2010). A second important effect of AAFNs is the empowerment of consumers, a leverage on citizenship action for the transformation of consumption behaviours into political action (Goodman, DuPuis, 2002). Exponents of neo-rural economy, as part of AAFNs, have promoted participation in alternative infrastructures contrasting the conventional market system, developing specific organisational forms, negotiating new forms of collaborative economy (Kostakis, Bauwens, 2014). They thus blur the distinction between public sphere and private sphere (Tormey, 2007). The AAFNs, as shown in the article by Murano and Forno (2017), has three main drivers shaping the form of development of this type of collective action: 1. Greater citizen awareness around economic, social and environmental sustainability issues; 2. The loss of purchasing power within important portions of the middle class, due to the increasing unemployment rates following the recession which started in 2007-2008; 3. General loss of meaning, due to the consumerism and the depletion of social relations, along with the decoupling of GDP growth and happiness (as suggested by the paradox Easterlin, 1974), people's search for a meaning in their life (Castells, Caraça, Cardoso, 2012) which seems to have been lost in a consumer society threatened by an economic, environmental and social crisis (D'Alisa et al., 2015). Tradition of local governance studies focuses on central areas, hi-tech districts, city-regions, overlooking the role of less industrialized areas, that actually represent two thirds of Italy. Northern Italy has been considered as a cluster of industrial development. Given current globalization forces, taking for granted recent government interest in undeveloped areas, inner areas have a stake in getting involved in wider market dynamics and renewed resources. An important contribution to the EU debate on territorial marginalisation has been provided by the Italian government's innovative approach to 'Inner Areas' (DPS, 2014). The government mapped all municipalities and categorized them according to their degree of remoteness from services, consistently with criteria that the debate on Foundational Economy indicates as key factors of spatial (in)justice. The emerging picture offers a polycentric connotation of the Italian territory. The geography of the inner peripheries includes mountain and coastal areas, as well as hilly and lowland areas, but provides no conclusive evidence to establish correlations between morphological conditions and degree of remoteness. The second chapter is dedicated to theoretical approaches: Rural Social Innovation, Social Capital and Sociology of Markets. b) Rural Social Innovation The neo-rurality phenomenon is strictly connected to Rural Social Innovation. Social innovation is a term on everyone's lips, indicating change and development, including social effects. Social Innovation is not specifically mentioned in literature on regional development, but in the more nuanced models we find that most important features are trust among actors, informal ties and untraded interdependencies between actors, which are key factors determining positive differentials in economic performance. Rural Social Innovation is helpfully used in many studies (Bock, 2012). Still, even though it is currently a very relevant phenomenon, Social Innovation itself is a critic concept, it is both one of the most common and ant the most unclear concepts nowadays. Because of its credits to local development, social networks and economic outcomes, I decided to use two more analytical sociological concepts to understand the phenomenon: social capital and sociology of markets. c) Social Capital Individuals generally pursue major life events—marriage, occupational choice—as part of a social network or group. As an exemplum, engaging in the creation of a new firm is generally done in a network of social relationships (Aldrich, 2005; Reynolds, 1991; Thornton, 1999); in that sense entrepreneurship can be considered a social phenomenon, rather than solely one of individual career choice. Social capital is a conscious use of embeddedness, the use of relations and resources for a purpose. According to Coleman (1988), social capital is defined by its function. It is not a single entity but a variety of different entities, with two elements in common: they all consist of some aspects of social structures, and they facilitate certain actions of actors within the structure. Coleman refers to the social structure that enables access to resources. Additionally, we can also recall Bourdieu, who sees social capital as the aggregate of actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance or recognition. And Putnam pointing at three components: moral obligation and norms; social values (trust); and social networks (voluntary association). d) Sociology of Markets The structure of markets can be reduced to its minimal components, that are a buyer and two sellers which compete according to some defined rules (Aspers, 2006b). Relations among actors can be of exchange, as between buyers and sellers, or of competition, as between producers. In the structure of markets, people also mobilize beliefs, ethics, values and views of the common good to talk about the effects of market processes (Boltanski, Thevenot, 2006). As pointed in the recent book published by Granovetter "Society and Economy" (2017:28) The fact that people seek simultaneously economic and non-economic goals is an unprecedented challenge for that economic analysis that focuses only on one of the two horns, as for sociology that focuses only on the other. Current theories of action in social sciences offer little knowledge of how individuals mix these goals. We can therefore recall Zelizer (2007) highlighting that economists and sociologists face a common presumption: the twinned stories of separate spheres and hostile worlds. Separate spheres indicate a distinction between two arenas, one for rational economic activity, a sphere of calculation and efficiency, and one for personal relations, a sphere of sentiment and solidarity. The companion doctrine of hostile worlds affirms that contact between the spheres generates contamination and disorder: economic rationality degrades intimacy, and close relationships obstruct efficiency. Moral economy is based on this attack on the common presumption. According to these considerations on ways that shape relationships and market, the main question that rises is: "Are values and social relationship separate from the market?". e) The Research During my PhD studies I worked on an answer to this question. In the third chapter I present the case of alternative agro-food movements and neo-rurality in urban and inner areas in the region of Campania (southern Italy). The study is based on qualitative research design, composed of fieldwork and interviews, undertaken in Campania during 2014-2016, where inner and central areas are the scenery of innovative development processes, founded on structural and territorial resources, as well as on individual and social capitals. Here I present you with a quote from an Italian journalist, Alessandro Leogrande, recalling the most important anthropologist of southern Italy, Ernesto Demartino: In a complex society, old elements and new elements continue to coexist, traits of modernity and traits of archaisms, pre-Christian segments and post-Christian segments, or entirely de-Christianised ones. It seems to me that the [Italian] South of these years, precisely in the light of a Demartino's analysis, fully returns the overlapping of these various layers. (Leogrande, 2016) I wish you a pleasant journey throughout my pages, at the discovery of neo-rural dynamics in southern Italy, a special place for meeting contradictions, traces of ancient and futuristic art, holy and desacralized behaviours, traditional and innovative practices.
No todos los territorios se viven y cimientan de igual forma. Donde existe una historia y una memoria común, la permeabilidad y la transparencia entre lo privado y lo público se impone. En poblaciones con una identidad territorial fortalecida las diferencias no asustan; ellas incluyen, incitan a hacerse parte del espacio, se lo recorre, se lo transita, pero también se lo construye y se lo habita. Cuando se halla memoria de una historia común, el espacio es favorecido para atestiguar el poder de la comunidad. Podemos decir entonces que las ciudades donde existe la pobreza son lugares de ir y venir, pero también de encuentros y de convergencia ciudadana. En los espacios con memoria, existe siempre un gesto de ciudadanía recurrente entre los pobladores que celebran, que reclaman al Estado o que ejercen su derecho a voz. Las ciudades de la pobreza, más que las plazas o las sedes edificadas por las políticas sociales, son el ágora donde se enuncia y expone la opinión pública de los pobladores.Pero los barrios también pueden ser tomados para amedrentar, para confrontar y para violentar, como a menudo sucede con las periferias, con los bordes. En nuestras ciudades marginadas, las poblaciones, en especial aquellas que denominamos villas, tienen dificultades para establecerse, conservar y enorgullecerse de una memoria e historia común. Erradicados de lugares distintos y arrojados a los extramuros de la ciudad (como los ghettos) sus habitantes no logran reconocerse en una identidad común que los empodere sobre el propio territorio. Por el contrario, el temor y el estigma a menudo se instalan entre ellos, transformando las periféricas en un lugar de disputa y medición de fuerzas. Las villas convertidas en "no – lugares" (Augé, 1996). Los barrios de la nueva pobreza, pueden tornarse en tierra de nadie. Y cuando ello ocurre, el poder y el control cultural sobre el territorio se debilitan. El poder se vuelve entonces la fuerza o la violencia y el miedo que estos barrios marginados generan. Es el caso de las villas con historias trizadas, fragmentadas, en su aislamiento y discriminación. Barrios violentos en su disputa por un espacio en la ciudad. Encerrados en la trama frágil de la villa, sin interlocutores salvo ellos mismos, la exasperación de sentirse abandonados por el propio Estado, no tarda en hacerse parte de todos y de todas, jóvenes, hombres, mujeres y niños. En las poblaciones con historia y un pasado común, en cambio, la ciudad, el barrio, poseen siempre una normativa tácita, las convenciones de lo que se debe y no se debe hacer. Acuerdos del con-vivir, del buen camino, de las buenas relaciones. Sin embargo, cuando esos acuerdos son aún frágiles, como ocurre en las villas sin una historia y una identidad intensa, la ciudad se levanta como un territorio abierto, donde las divergencias y la disputa por los términos de esas alianzas se ponen en juego. Es allí, donde la violencia y el desencuentro surgen interrumpiendo el ritmo de la rutina. Es sabido que la creación de una villa constituye momentos de crisis e incertidumbres. Es este momento donde se revela con fuerza la tensión entre la aspiración a una mejor calidad de vida y las dificultades que el contexto de pobreza les ofrece. Junto a la obtención de una vivienda, las certezas, los saberes, las viejas creencias y principios entran en una fase de inseguridad. La tensión y contradicciones entre vecinos que apenas se conocen se comienzan a sentir y radicar en el propio territorio. La villa, conjunto de casas precarias, estrechas, construidas en los bordes de la ciudad y determinadas sin participación alguna, no siempre se ajusta a las expectativas que los pobladores traían.Es entonces cuando manifestar y explicitar los propios proyectos y aspiraciones se vuelve una necesidad para cada una de las familias. Marcar territorio, levantar fronteras, afirmar la propia identidad pasan a constituir una práctica desesperada de cada uno para distinguirse de aquello de lo que se desea escapar: la pobreza y la exclusión. Fronteras identitarias y territoriales que debilitan finalmente la posibilidad del encuentro y de una comunidad arraigada. La esperanza de migrar de estas villas está directamente asociada a la desconfianza y al temor de sus pobladores que quedan atrapados en la pobreza de siempre. Olvidados en los márgenes de la ciudad, la desesperanza de sus habitantes termina por transformarlos en territorio de nadie; en un espacio descolgado de toda realidad social. Establecerse ante otros, con otros distintos, otros no-pobres, es una experiencia que estos pobladores, segregados en los bordes de la ciudad, a menudo desconocen. La villa y la ciudad se transforman así en un espacio de disputa interceptado. Las nuevas villas y comunidades nos advierten que en una ciudad segregada la convivencia en la diferencia es siempre ambivalente y riesgosa. La identidad con el territorio deberá organizarse con y a pesar de la contradicción que instala la distancia social de la alteridad. Si el sentido de la trama urbana es cerrar y delimitar el acceso a la imprevisibilidad; en las villas se aseveran los límites de su encierro. Trama urbana de la pobreza, sin secreto, ni amparo, sin plazas ni veredas amplias que invitan al estar y pertenecer. En las villas el entramado de sus calles pareciera haber sido concebido para el control de todos sobre todos, para el ir y no para el estar. A pesar de la pobreza, como en ningún otro lugar de nuestras ciudades, el poder de resiliencia se convoca, se celebra, se discute pero también se desvanece. ; Not all territories live and cement in the same way. Where there is a history and a common memory, the permeability and transparency between the private and the public is imposed. In populations with a strong territorial identity differences do not scare; They include, they incite to become part of the space, it goes through it, it transits it, but it is also constructed and inhabited. When memory of a common history is found, space is favored to witness the community's power. We can say then that the cities where poverty exists are places of going and coming, but also of meetings and of citizen convergence. In spaces with memory, there is always a gesture of recurrent citizenship among the people who celebrate, who claim the state or exercise their right to voice. The cities of poverty, rather than the squares or venues built up by social policies, are the agora where public opinion of the settlers is enunciated and exposed. But neighborhoods can also be taken to intimidate, to confront and to rape, as often happens with the peripheries, with the edges. In our marginalized cities, populations, especially those we call villas, find it difficult to establish, preserve and take pride in a common memory and history. Eradicated from different places and thrown to the outskirts of the city (like the ghettos) its in-habitants can not recognize themselves in a common identity that empowers them on the territory itself. On the contrary, fear and stigma often settle between them, transforming the periphery into a place of dispute and measurement of forces. The villas converted into "non - places" (Augé, 1996). The neighborhoods of the new poverty can become no man's land. And when this happens, the power and cultural control over the territory is weakened. Power then becomes the force or violence and fear that these marginalized neighborhoods generate. This is the case of villages with fragmented, fragmented histories in their isolation and discrimination. Violent neighborhoods in their dispute for a space in the city. Locked up in the fragile plot of the village, without partners except themselves, the exasperation of feeling abandoned by the state itself, soon becomes part of all, all young men, women and children. In populations with a history and a common past, the city, the neighborhood, always have a tacit regulation, the conventions of what should and should not be done. Agreements of the living, of the good way, of the good relations. However, when such agreements are still fragile, as in villages without a history and an intense identity, the city rises as an open territory, where divergences and dispute over the terms of those alliances are put into play. It is there, where the violence and the disagreement arise interrupting the rhythm of the routine. It is well known that the creation of a town constitutes moments of crisis and uncertainties. It is at this moment that the tension between the aspiration to a better quality of life and the difficulties that the context of poverty offers them is revealed. Along with obtaining a home, certainties, knowledge, old beliefs and principles enter a phase of insecurity. The tension and contradictions between neighbors who are barely known begin to feel and reside in the territory itself. The town, a group of precarious, narrow houses, built on the edges of the city and determined without any participation, does not always conform to the expectations that the villagers brought. It is then when manifesting and making explicit the projects themselves and aspirations becomes a necessity for each of the families. Identifying territory, erecting boundaries, affirming one's identity are becoming a practice that is not expected from each other to distinguish itself from what one wishes to escape: poverty and exclusion. Identity and territorial boundaries that finally weaken the possibility of the encounter and of an ingrained community. The hope of migrating from these villas is directly associated with the mistrust and the fear of its inhabitants who are trapped in the poverty of always. Forgotten in the margins of the city, the despair of its inhabitants ends up transforming them into nobody's territory; In a space detached from all social reality. Staying before others, with different ones, other non-poor, is an experience that these settlers, segregated in the edges of the city, often do not know. The town and the city thus become a space of intercepted dispute. The new towns and communities warn us that in a segregated city the coexistence in the difference is always ambivalent and risky. The identity with the territory must be organized with and despite the contradiction that installs the social distance of the alteridad. Si the sense of the urban plot is to close and delimit access to unpredictability; In the villages the limits of their confinement are asserted. Urban plot of poverty, without secrecy, or shelter, without plazas or wide sidewalks that invite to be and belong. In the villages, the entrails of their streets seem to have been conceived for the control of all over all, to go and not to be. In spite of poverty, as nowhere else in our cities, the power of resilience is summoned, celebrated, discussed, but also vanished.
