Auswahl der wissenschaftlichen Literatur zum Thema „Paris School (Saint Paris, Ohio)“

This article presents the reader with the first Polish translation of the three sermons (Sermon VI–VIII) from the first part of Liber exceptionum by Richard of Saint Victor, one of the main representatives of the Victorine school operating in the 12th century in Saint Victor’s Abbey in Paris, which deals with presentation saint, and especially Apostols. The text is undoubtedly an example of medieval Christian hagiography. It is preceded by a preface, in which Richard is briefly introduced and in which the sermons are generally characterized as well as the corresponding imagine of saint itself. Translation has been provided with notes for more efficient reading.

According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.

This interview was carried out in September 2019, via e-mail, with Donald C. Kiraly, Professor at the Johannes Gutenberg-Universität School of Translation, Linguistics and Cultural Studies, located in Mainz, Germany. Donald C. Kiraly studied Political Science at Cleveland State University in Ohio, obtained his M.A. in International Relations at Florida State University, and a Ph.D. at the University of Illinois, in the United States. He was a visiting professor at the Monterey Institute of International Studies in Monterey, California, and from September 2008 to August 2012, he held a visiting professor's position at the Ecole Supérieure d'Interprètes et Traducteurs of the University of Paris III, in France, where he taught French-English, Spanish-English and German-English translation. Among his main works dedicated to translator education are Pathways to translation (1995), Social Constructivist Approach to Translator Education (2000) and Towards Authentic Experiential Learning in Translator Education (2016). Professor Don Kiraly provides several important contributions in the following interview on the topic "evaluation of translations".

The Augustinian Convent of Our Lady of Syon (ancestor of the present St. Augustine’s Priory Ealing) was founded at Paris in 1634. After some early difficulties it made its home in 1638–39 on a site in the rue des Fossés Saint-Victor (now rue du Cardinal Lemoine) on the eastern outskirts of the city where it was to remain, with its school, for more than two hundred years. Almost alone among English Catholic institutions founded in France and Flanders during the penal times it weathered the storm of the French Revolution and remained throughout much of the nineteenth century on the site it had formerly occupied. During the Revolution it was suppressed as a Religious house, its property was sequestrated, many treasures were stolen and some early records lost. The buildings in the rue des Fossés Saint-Victor were used for a time as a prison in which nuns from various convents, as well as laywomen, were confined. Conditions became easier after the fall of Robespierre in 1794 and some of the nuns’ property was provisionally restored to them, but it was again seized under the Directory and those nuns who had survived the earlier ordeal were evicted. Reluctantly, they made preparations to follow the example of many other English Catholic institutions in France and on French-held territory and seek refuge in England.

Abstract Francois Henri Hallopeau was born in Paris in 1842. He entered the Paris medical school aged 24, studying under Alfred Vulpian and Sigismond Jaccoud, eventually ranking second among a large cohort of candidates for medical internships. He received his doctorate aged 29, after submission of his thesis on convulsive symptoms in disorders of the spinal cord. Francois was affiliated with the hospitals of Tenon and St Antoine, before becoming a physician at the Hôpital Saint Louis in 1884, where he remained until he retired in 1907. At the Hôpital Saint Louis, he initially practised as a neurologist, before exclusively focusing his efforts on dermatology. The variety of the patients who he cared for enabled him to report a number of important descriptions on cutaneous diseases, which formed the basis of the first edition of his Practical Treatise on Dermatology. Hallopeau was the first to describe acrodermatitis continua of Hallopeau, a painful acral pustular disease characterized by sterile pustules on erythematous skin of the distal fingers and toes, in 1890. He is also credited as being the first to describe lichens planus atrophique, now known as lichen planus sclerosus et atrophicus sclerosis, in a clinical lecture in 1887. Since then, World Lichens Sclerosis Awareness Day is celebrated on his birthday – 17 January. Hair pulling has been widely described throughout history, first documented by Aristotle (4th century Bc), when he referenced plucking out hair in the context of self-control and vices in Nicomachean Ethics. In 1889, after encountering a young male patient who had torn out tufts of his hair, Hallopeau was the first to coin the term trichotillomania, derived from the Greek thrix (hair), tillein (pulling) and mania (madness). In 1890, he cofounded the French Society of Dermatology and Syphiligraphy, of which he eventually became secretary general in 1893. He also remained an established member of the Academy of Medicine from this point. In 1907, after his retirement from Saint Louis due to the age rule, he continued working as the consulting physician at the Maison Départmentale of Nanterre until 1918, when his sight among other comorbidities led him to fully retire. Francois Henri Hallopeau’s impact in the field of dermatology persists to this day, and he continues to be remembered for his descriptions featured in his collection of over 800 publications.

Views and comments were sought from Brian Lacey, who was professionally active from the 1930s to the 1970s, Alain Dublanchet, active from the 1960s to the 2000s, and Mark Pallen, active from the 1990s to 2000 and beyond. Professor Lacey was professor of microbiology at the Westminster Medical School, University of London, United Kingdom, for many years and is now retired. Docteur Dublanchet is the long time head of the laboratory of microbiology and virology at the Centre Hospitalier Intercommunal de Villeneuve-Saint-Georges in the greater Paris area. Professor Pallen is currently professor of bacterial genetics at the Medical School, University of Birmingham (United Kingdom); he is a keen enthusiast of genomic studies in the interest of molecular pathogenesis research. All three are medically qualified. Four questions were posed to each:What was the situation like in the infectious disease field when you first started your career?What do you feel have been the most important accomplishments with regard to problems of infectious disease during your period of activity?What do you foresee as the vital matters that still need to be addressed for countering infectious disease?Can infectious disease ever, practically, be eradicated and, if so, how would this be accomplished?

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Background/Context The article presents the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam. The findings presented here are based on fieldwork carried out over a period of 1 year at secondary schools in the Dutch city of Rotterdam and in London. The project has demonstrated a close relationship between national specific modes and trajectories of integration and the ways in which the schools deal with diversity. Purpose/Objective/Research Question/Focus of Study This article addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. The debate about the place of religion in school has gained momentum after the arrival of large numbers of migrants, especially those with a “new” religious background, such as Islam. Their presence challenges existing arrangements and privileges and puts matters that were previously taken for granted back on the agenda. Religion and ethnicity at school touch on a fundamental issue, namely the place of state schooling in the making of modern nation-states. Several issues need to be taken into account: To what extent is religion a legitimate moral resource? Why should one learn about religion, and who should teach it to whom? Is it more important to get religious nurturing or to study the plurality of different belief systems? Should the school accommodate religious and cultural diversity, or should it rather be a neutral arena that deliberately disregards this diversity? These questions do not arise together in one package but present themselves in fragmented, occasional, and contingent ways. Setting The data were collected during intensive ethnographic fieldwork in four secondary schools in Neuköln (Berlin), Saint Denis (Paris), Crooswijk (Rotterdam), and Haringey (London). Research Design Qualitative fieldwork, case study in secondary schools. Conclusions/Recommendations The outcomes of the study demonstrate that although schools are, to a large extent, unique settings that cannot be lumped together, they are crucial sites where principles of national civil incorporation are transmitted to pupils. Although the two schools described in this article resemble each other to a large degree in terms of ethnic composition of the neighborhood, problems faced, and policies adopted by the school board, they each have their specific way of dealing with ethnic and religious diversity. These ways reflect national specific political culture in each of the two countries.

This article explores the origins and productions of the Société Canadienne d'Opérette et d'Opéra de Montréal, a short-lived opera company active in the late 1870s. Headed by Calixa Lavallée and Frantz Jehin Prume, the Société was established in part as a result of a decree that forbade the use mixed choirs throughout the archdiocese, and consequently made obsolete Lavallée's choir at Saint-Jacques Church. Following the success of their first production, Lavallée and Prume realized that the company might be used as a stepping-stone to the creation of a government-funded music school, modelled on the Paris Conservatoire. This article explores the social and political context in which the Société was created, and details the staging and reception of its productions of Gounod's Jeanne d'Arc and Boieldieu's La Dame blanche. In selecting these works for performance, the organizers responded to demands and constraints of a society accustomed to popular entertainment from the US and under pressure from the conservative and influential Catholic Church. They were works that were feasible to produce and likely to be successful in a city whose population was divided by religion, language and cultural traditions.

e4008080Institutional Pedagogy is an educational proposal originated within the Freinet Movement in the late 1950s, which is anchored in psychoanalysis, taking the unconscious as a factor to be considered in important determinations of schooling processes, among which is the management of relational conflicts. Assuming the psychic conflict of desires and drives with cultural limits as motivation for learning, that pedagogy associates violence to the death drive, and understands the educational process as humanization within a culture that, at the same time, must regulate the deadly drives and value the vital ones, both inherent to the impulsive psychic life. It then is presented as a pedagogy of conflicts. Interpretating Freinet’s techinques and attentive to group processes, it develops some of its own devices (also called institutions), aiming at the development of verbal expression of thoughts and feelings, with the regulation of laws, places and limits that organize the pedagogical daily life and mediate horizontal and vertical relationships, in the classroom and at school taken as collectives, in the psychological and political sense of the term. Bruno Robbes, French pedagogue and professor at Cergy Paris University, is an expert in this current and, in this interview, deals with topics such as educational authority, the future of teaching as a profession, conflict management and the stress of education professionals related to that task, considering these themes from the interlocution between education and psychoanalysis, with an emphasis on the Lacanian perspective in which that Pedagogy is rooted.ResumoA Pedagogia Institucional é uma proposta educacional originada no seio do Movimento Freinet, no final dos anos 1950, que se ancora na psicanálise, tomando o inconsciente como fator a ser considerado nas determinações de importantes processos escolares, entre os quais está a gestão de conflitos relacionais. Presumindo que o conflito psíquico de desejos e pulsões com os limites culturais é motivador da aprendizagem, associa a violência à pulsão de morte e compreende o processo educacional como a humanização no seio de uma cultura que, ao mesmo tempo, deve regular o mortífero e valorizar o vital, ambos inerentes ao pulsional. Identifica-se, então, como uma pedagogia do conflito. Não só relendo técnicas do método Freinet, mas atenta a processos grupais, desenvolveu alguns de seus próprios dispositivos (também chamados instituições), voltados para o desenvolvimento da expressão verbal de pensamentos e sentimentos, com a regulação de leis, lugares e limites que organizam o cotidiano pedagógico e medeiam os vínculos horizontais e verticais, valorizando-se a turma e a escola como coletivos, no sentido psicológico e político do termo. Bruno Robbes, pedagogo e professor de Ciências da Educação na Universidade Cergy Paris, é especialista nessa corrente e, nesta entrevista, trata de temas como a autoridade educativa, o futuro do trabalho docente, o manejo de conflitos e o estresse de profissionais da educação a eles relacionado, discutindo estes temas a partir das interlocuções da educação com a psicanálise, com ênfase sobre a leitura que delas faz a teoria lacaniana, em cujos fundamentos essa Pedagogia está enraizada.ResumenLa Pedagogía Institucional es una propuesta educativa originada dentro del Movimiento Freinet a fines de la década de 1950, que está anclada en el psicoanálisis, considerando el inconsciente como determinante de importantes procesos escolares, entre los cuales el manejo de conflictos relacionales. Asumiendo que el conflicto psíquico de los deseos y los impulsos con límites culturales es motivador para el aprendizaje, asocia la violencia con la pulsión de muerte y entiende el proceso educativo como humanización dentro de una cultura que, al mismo tiempo, regular lo mortal y dar valor a lo vital, ambos inherentes al impulso. Así, se identifica como una pedagogía del conflicto. Interpretando las técnicas Freinet y atenta a los procesos grupales, desarrolló algunos de sus propios dispositivos (llamados instituciones), dirigidos al desarrollo de la expresión verbal de pensamientos y sentimientos, con la regulación de leyes, lugares y límites que organizan la vida pedagógica diaria y median las relaciones horizontales y verticales, valorando la clase y la escuela como colectivos, en el sentido psicológico y político del término. Bruno Robbes, pedagogo y profesor francés de la Universidad Cergy Paris, es un experto en esta tendencia y, en esta entrevista, aborda temas como la autoridad educativa, el futuro del trabajo docente, la gestión de conflictos y el respectivo estrés de los profesionales de la educación, discutiendo estos temas en función de las interlocuciones entre educación y psicoanálisis, con énfasis en la lectura que la teoría de Lacan, en cuyos fundamentos está arraigada esta pedagogía, hace de estas relaciones.Palavras-chave: Conflito e educação, Psicanálise, Pedagogia Institucional, Entrevista.Keywords: Conflict and education, Psychoanalysis, Institutional Pedagogy, Interview.Palabras claves: Conflicto y educación, Psicoanálisis, Pedagogía Institucional, Entrevista.ReferencesARDOINO, Jacques. Les avatars de l’éducation. Paris: PUF, 2000.ARDOINO, Jacques. Autorité. In: BARUS-MICHEL, Jacqueline; Enriquez, Eugène; Lévy, André. (Org.). Vocabulaire de psychosociologie: Positions et références. 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Paris was the most important centre for evolutionary speculations in Europe in the early nineteenth century. Two of its most influential evolutionary thinkers, Jean-Baptiste Lamarck and Étienne Geoffroy Saint-Hilaire both worked there in the city’s Museum of Natural History. This chapter explores the impact of these French thinkers’ theories in Edinburgh and the close connections that existed between natural history circles in the two cities. It was common for students and graduates of the medical school of the University of Edinburgh to spend time studying in Paris, where they imbibed many of the exciting new ideas being discussed there. Two of the key figures discussed in this book, Robert Grant and Robert Knox, had both spent time in Paris and were deeply influenced by the theories they encountered there. The chapter also examines the impact of the key writings of Lamarck and Geoffroy in Edinburgh.

Abstract In his extensive study of the charitable foundations of Bons-Enfants, many or most of which provided training in grammar and the liberal arts, J. M. Reitzel regretted the absence of information about the back- ground and careers of the boys who were actually housed or held burses in these institutions. He made this observation in the context of the houses of Bons-Enfants at Paris, which unlike their equivalents in other cities and towns throughout northern France and Belgium housed students preparing for the baccalaureate and master degrees in arts, having already completed their training in grammar. Information, how- ever, on a few scholars who belonged to one of the Bons-Enfants at Paris is extant, and can, in some cases, be combined with other documentation to provide an enriched picture of their careers. This information also sheds light on the administrative structure and financial position of the foundation, its relation to the University of Paris, and the type of young person who belonged to Bons-Enfants. The information is contained in a document describing actions taken at the Collège des Bons-Enfants de Saint-Victor in 1331. This college was the oldest of three houses in Paris that were called Bons-Enfants and was the one Parisians referred to by that name. The second oldest was the Parisian house of the Bons- Enfants d’Arras, a foundation of the bishop of Arras that provided students from that diocese, many of whom were trained in a grammar school of the same name in Arras, with support needed for their subsequent study in the arts faculty at Paris. The third was the house of poor scholars of Saint-Honoré, whose foundation predated that of the Bons-Enfants de Saint-Victor but which did not bear the title Bons-Enfants until the mid- dle or second half of the fourteenth century.

Abstract Gustave Malecot was born on 28 December 1911 at La Grande Croix (Loire), near Saint-Etienne, in a Protestant family. His tastes carried him towards philosophy, Latin and mathematics. In October 1932, he entered the prestigious Ecole Normale Superieure on Ulm street in Paris. He attended lectures of famous mathematicians such as Emile Borel, Elie Cartan, Maurice Frechet and Georges Darmois. In 1935, he completed his course of academic studies and came out second in the ’Agregation de mathematiques’. His taste for applied mathematics brought him closer to Georges Darmois, who retained him in Paris from 1935 to 1939 and proposed the subject of his thesis. From 1940 to 1942 he was an instructor of mathematics at the high school in Saint Etienne, from 1940 to 1944, lecturer in mathematics at the University of Montpellier, and from 1944 to 1981, Professor of mathematics at the University of Lyon.

In 1881, the city of Paris sought to establish a furnishing school – the future École Boulle (opened in 1886) – in the very heart of Faubourg Saint-Antoine, the city’s center for trade and manufacturing. For this, it attempted to gain the support of professionals already working in the trades, including furniture and upholstery. Legriel and Lemoine, the presidents at the time of the Chambre syndicale de la tapisserie and the Chambre syndicale de l’ameublement, respectively, opposed the project vehemently. Chief among their concerns was the impossibility of providing cabinet-makers and upholsterers with a similar education....