Littérature scientifique sur le sujet « Transdisciplinarietà »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Transdisciplinarietà ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Transdisciplinarietà"
1
Di Dio, Cinzia. « Transdisciplinarità ». EDUCAZIONE SENTIMENTALE, no 36 (février 2022) : 49–54. http://dx.doi.org/10.3280/eds2021-036005.
Texte intégralRésumé :
La metodica della risonanza magnetica funzionale consente l'esplorazione dei processi cerebrali, che sono alla base dei comportamenti umani. L'interesse di ricerca si è concentrato soprattutto sui processi cerebrali connessi con l'esperienza estetica. La ricerca neuroscientifica trova riferimento continuo con l'osservazione del comportamento umano, nonché con l'universo delle scienze umane, in particolare della psicologia e della filosofia. L'avanzamento della ricerca neuroscientifica ha condotto al confronto con la sociocognizione in chiave motoria, fino al costrutto della teoria della mente e alla sintonizzazione del comportamento altrui. Transdisciplinariamente sono stati rilevanti gli approdi con la teoria dell'attaccamento di Bowlby e il concetto freudiano di empatia, che hanno trovato verifica empirica nelle più recenti scoperte fisiologiche e neuroscientifi-che. Uno dei settori che nel futuro sarà più rilevante per le neuroscienze, e che implicherà di per sé un approccio transdisciplinare, è quello del rapporto tra uomo e robot. La domanda frequente "quale è il significato profondo della ricerca neuroscientifica?" può trovare risposta solo se si ammette e se si sviluppa il dialogo con le altre discipline e delle scienze umane e delle scienze della natura.
2
Zierhofer, Wolgang, et Paul Burger. « Disentangling Transdisciplinarity ». Science & ; Technology Studies 20, no 1 (1 janvier 2007) : 51–72. http://dx.doi.org/10.23987/sts.55219.
Texte intégralRésumé :
Within the discourse promoting transdisciplinary research (TDR), also referred to as Mode 2 science, it is often claimed that scientifically coping with urgent life-world problems calls for interdisciplinary participatory research (or TDR), and that this represents a new mode of knowledge production. Although we look upon TDR as a fertile innovation, we have epistemological and methodological concerns in treating TDR as a (singular) new mode of knowledge production. Hence, our paper attempts to contribute to clarifying the meaning of TDR from an epistemological and methodological perspective. We develop a conceptual scheme for the analysis of knowledge production in problem-oriented research, which is subsequently applied to an empirical analysis of 16 transdisciplinary research projects. In our analysis, we focus upon forms of knowledge integration and participation. The results indicate that, from an epistemological point of view, TDR does not represent a specific mode of knowledge production, but a rather heterogeneous conglomeration of different research activities. In order to evaluate the epistemic potential of TDR, we conclude that it would be wise to disentangle it methodologically into various types of research objectives and related research instruments.
3
Mittelstrass, J. « ON TRANSDISCIPLINARITY ». Trames. Journal of the Humanities and Social Sciences 15, no 4 (2011) : 329. http://dx.doi.org/10.3176/tr.2011.4.01.
Texte intégral
4
Waltham-Smith, Naomi. « For Transdisciplinarity ». Journal of Musicology 37, no 1 (1 janvier 2020) : 51–62. http://dx.doi.org/10.1525/jm.2020.37.1.51.
Texte intégralRésumé :
This response situates Stephen Amico’s provocation within the context of an intimate connection between postcolonial thought and the drive towards interdisciplinarity. It examines via three critical moments the deeply intertwined desires to destroy the colony on the one hand and disciplinarity on the other. To this end it analyses the debates around interdisciplinarity between Gayatri Spivak, Homi Bhabha, and Laurent Dubreuil, before turning to the explicit thematization of transdisciplinarity as part of the neoliberalization of the university. Finally, the essay turns to Hélène Cixous’s reflections in “Mon Algériance” to develop another way of thinking about the irreducible dispersal and dissemination of disciplinarity and its imbrication in the (post)colonial.
5
Colpaert, Jozef. « Editorial : Transdisciplinarity ». Computer Assisted Language Learning 17, no 5 (décembre 2004) : 459–72. http://dx.doi.org/10.1080/0958822042000319665.
Texte intégral
6
Colpaert, Jozef. « Transdisciplinarity revisited ». Computer Assisted Language Learning 31, no 5-6 (5 mars 2018) : 483–89. http://dx.doi.org/10.1080/09588221.2018.1437111.
Texte intégral
7
S. Mokiy, Vladimir. « International Standard of Transdisciplinary Education and Transdisciplinary Competence ». Informing Science : The International Journal of an Emerging Transdiscipline 22 (2019) : 073–90. http://dx.doi.org/10.28945/4480.
Texte intégralRésumé :
Aim/Purpose: The year 2020 marks the 50th anniversary of the first official definition of the term “transdisciplinarity.” This paper focuses on a critical analysis of the development of modern transdisciplinarity since its inception. Background: The article presents two main directions for the development of transdisciplinarity. It also shows its identification features, strengths, and weaknesses, as well as the significant role transdisciplinarity plays in science and education. Methodology: The methodology employed in this article is a content analysis of resolutions of international forums as well as articles on transdisciplinarity published from 1970 to 2019. Contribution: For one reason or the other, several of these authors did not quote the opinions of the original authors of transdisciplinarity. The subsequent use of those articles by other authors thus posed some ambiguities about the place and role of transdisciplinarity in science and education. The advent of e-databases has made it possible to access the original forum articles. This further made it possible to refine the original content of the term “transdisciplinarity” and to trace its development without mixing it with vague opinions. Based on these findings, the perception of transdisciplinarity as a marginal trend in science and education could be eliminated. Findings: This paper shows how modern transdisciplinarity is developing into two main directions: transdisciplinarity in science as well as transdisciplinarity in education. These orientations have individual goals and objectives. The transdisciplinarity of scientific research helps to complete the transformation of the potential for interdisciplinary interaction and the integration of disciplines. Whereas, in education, transdisciplinarity (meta-discipline) is about developing an international standard for transdisciplinary education and also describing the content of transdisciplinary competence for students of diverse disciplines at all levels of higher education (bachelor’s, master’s and postgraduate studies). Recommendation for Researchers: Transdisciplinary research involves the interaction of people with disciplinary knowledge plus a degree of scientific outlook. Since disciplinary knowledge domains remain in their disciplinary boxes, it is, therefore, advisable to generalize disciplinary knowledge rather than force them to interact. This is the basis for proposing the systems transdisciplinary approach—which provides a methodology for unifying and generalizing disciplinary knowledge. Future Research: As the research shows, the organizers of modern international forums do not take into account the division of transdisciplinarity development trends. To increase the effectiveness and significance of such forums, it is necessary to return to the practice of organizing special international forums on the transdisciplinarity of science and that of education.
8
Toš, Igor. « Interdisciplinarity and transdisciplinarity ». Collegium antropologicum 45, no 1 (2021) : 67–73. http://dx.doi.org/10.5671/ca.45.1.8.
Texte intégralRésumé :
The production of new scientific knowledge and practical solutions to complex problems require increasing amounts of interdisciplinary collaboration, while requirements for transdisciplinary cooperation have recently likewise become more frequent. In practice, however, they are rarely implemented adequately; what occurs instead is merely multidisciplinary collaboration. True implementation of inter- and/or transdisciplinary collaboration is often met with certain difficulties and obstacles: problems due to limited disciplinary competence, problems due to protecting knowledge and power, the problem of competence required for inter- and transdisciplinary collaboration, complexity problems, methodological problems and problems caused by differences in cultural traditions. It is necessary to acquire clear general definitions of the concepts of multidisciplinarity, interdisciplinarity and transdisciplinarity, to define and implement general guidelines for the development of multidisciplinary and transdisciplinary practice and to develop a new general culture of collaboration in research and practice of complex problem-solving.
9
Zulian, Gilbert B. « De la transdisciplinarité ». Revue internationale de soins palliatifs 22, no 1 (2007) : 1. http://dx.doi.org/10.3917/inka.071.0001.
Texte intégral
10
Hofkirchner, Wolfgang. « Transdisciplinarity Needs Systemism ». Systems 5, no 1 (16 février 2017) : 15. http://dx.doi.org/10.3390/systems5010015.
Texte intégralThèses sur le sujet "Transdisciplinarietà"
1
DI, PRIMA NICOLO'. « Design Anthropology. Approccio per un design sociale ». Doctoral thesis, Politecnico di Torino, 2022. http://hdl.handle.net/11583/2969099.
Texte intégral
2
Novy, Andreas, et Barbara Bernstein. « Transdisciplinarity and Social Innovation Research ». Institut für Regional- und Umweltwirtschaft, WU Vienna University of Economics and Business, 2009. http://epub.wu.ac.at/452/1/document.pdf.
Texte intégralRésumé :
This working paper dwells on the relationship between a dialogue-oriented mode of knowledge production in line with transdisciplinarity and the flourishing of a culture of socioeconomic democratisation. These scientific and cultural-political undertakings have in common an effort of bridge-building between fragmented entities, be it scientific disciplines and their mono-logical explanations or single-issue policies which foster micro-efficiency to the detriment of social cohesion and socio-economic effectiveness. The paper starts by presenting emblematically some typical problematics of social innovations which need experience-based knowledge of practitioners as well the structure-aware knowledge of scientific research. In the second section transdisciplinary research is proposed as a research programme focussing on socially relevant problems and a structured dialogue with practitioners. Transdisciplinarity is based on a two-fold-dialogue: First, it is an interdisciplinary dialogue between different disciplines which overcome their respective research programmes and paradigms and contribute their knowledge to joint-problem solving. Second, it is a dialogue of two forms of knowledge: experience-based and analyticalstructural knowledge. In the final section, the potential of this type of research is shown to address the problematics of social innovation as a research programme as well as a socially-transformative practice.Series: SRE - Discussion Papers
3
Avert, Erik. « George Brecht, figure du chercheur transdisciplinaire ». Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0371/document.
Texte intégralRésumé :
Nous nous sommes questionnés dans cette thèse sur les apports des paradigmes scientifiques, spirituels et philosophiques dans la pensée et les œuvres de George Brecht. À travers la synthèse de ceux-ci, nous avons tenté de voir ses travaux comme des outils à faire l'expérience de la connaissance, à l'intégrer d'une façon non mentale. Nous avons souhaité redéfinir le statut de l'artiste, et voir dans son œuvre les prémices d'une conception nouvelle de l'art en tant que recherche transdisciplinaire concrétisée en objets artistiquesWe questionned, during this work of thesis, about the contributions of spiritual, philosophical and scientific paradigms in work and thinking of George Brecht. Through their synthesis we tried to see his artworks as experiencing tools, integrating knowledge in a non-mental way. We wanted to redefine artist’s status through Brecht and tried to sight in his artwork the firstfruits of a new art’s conception as a transdisciplinary research shaped in artistical objects
4
Tejedor, Papell Gemma. « Transdisciplinarity for sustainability in engineering education ». Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/668425.
Texte intégralRésumé :
This research aims to improve engineering education in sustainability (EESD) through transdisciplinarity (td) learning approaches. The research comprised 3 phases. The first consisted of the analysis of how sustainability is approached in EE through a co-word analysis and characterization of the keywords networks of three relevant journals in the field of EESD over two decades. The journal networks evolution analysis suggested that the concern was growing to move to society. Td and related keywords constantly dripped along the ten years in all the journals and gained relevance, especially in International Journal of Sustainability in Higher Education (IJSHE) and Journal of Cleaner Production (JCLP). Additionally the IJSHE showed a will of reinforcing relationships beyond the university; the International Journal of Engineering Education (IJEE) gave relevance to real case studies with a North-South component and to students’ representativeness; and the JCLP contributed aspects on competences and educational strategies. The characterisation brought as relevant categories towards sustainability those related to cross-boundary schemes (i.e. td, ethics, networking), institutional aspects, faculty professional development training and learning strategies. Finally, keywords related to td and collaborative networking spread throughout all the areas of knowledge addressed by the journals, indicating a widening interest.
The second phase studied how emergent EESD initiatives were approached from td as valued competence for sustainability. The research indicated that most of the initiatives fitted in the problem solving discourse, where co-production of knowledge and method-driven aspects are relevant. Deepening this discourse, most initiatives corresponded to the real-world argument promoting science-society collaboration to solve societal problems (EU contexts); others looked for convergence of all sciences (life, human, physical and engineering) in pursuit of human well-being (innovation argument, US contexts); and some initiatives brought together students and entities in a team-based learning process with social purpose (transcendent interdisciplinary research “tir” argument). It is noteworthy that none of the initiatives mirrored the transgression discourse, which attempts to reformulate the establishment, no longer for society but with society.
The last phase consisted in the implementation of a td learning environment experience in the course Action Research Workshop on Science and Technology (Sci&Tech) for Sustainability (5 ETCS) of the UPC Master degree in Sustainability Sci&Tech. Civil organisations, public administration, students and educators undertook collaborative research on real-life sustainability case studies, following two cycles of action-reflection. While the course mainly fitted in the real-world argument of problem solving, service learning (SL) or CampusLab schemes also reproduced a team-based learning with societal purpose (“tir” argument). We addressed the transgression discourse by means of SL focusing on social justice, which enhanced the development of complex thinking. Afterwards, some students engaged as professional researchers-activists in the participant organisations. Challenges of their learning process were: problem formulation, process uncertainty, stakeholder’s interests and roles integration, and interpersonal skills. Additionally, a well-valued Emotional Intelligence module was developed by the author to help students face some process paralyzing uncertainties.
Finally this work proposes a set of fundamental features to be considered for an effective scheme for a td approach in EESD, methodically framing the science-society discourse on the issue at stake: work in real-world complex problems; involve diverse disciplines and fields cooperation; involve science-society cooperation and mutual learning processes; integrate types of knowledge; rely on disciplinary and cross-disciplinary practice.Aquesta investigació té com a objectiu la millora de l'educació en enginyeria en sostenibilitat (EESD) a través d'un enfocament d'aprenentatge transdisciplinari, en 3 fases. La primera va consistir en l'anàlisi de com s'aborda la sostenibilitat a EE, mitjançant l'anàlisi de co-ocurrència i la caracterització dels mots clau d’articles de tres revistes rellevants en l’EESD, al llarg de 10 anys. L'anàlisi de l'evolució de les xarxes de revistes va suggerir una preocupació creixent per a traslladar el focus a la societat. La transdisciplinarietat (td) i els mots clau relacionats van degotar constantment al llarg del període a totes les revistes, guanyant rellevància, especialment a la International Journal of Sustainability in Higher Education (IJSHE) i la Journal of Cleaner Production (JCLP) A més, mostrà la rellevància de: la voluntat de reforçar relacions més enllà de la universitat, a la IJSHE; els estudis de casos reals amb component Nord-Sud, i la representativitat dels estudiants, a la International Journal of Engineering Education; i els aspectes sobre competències i estratègies educatives, a la JCLP. La caracterització va aportar com a categories rellevants per la sostenibilitat les relacionades amb esquemes “cross-boundary” (td, ètica, treball en xarxa), aspectes institucionals, desenvolupament professional del professorat i estratègies d'aprenentatge. Finalment, els mots clau relacionats amb td i xarxes de col·laboració s’identificaren al llarg de totes les àrees de coneixement empreses a les revistes, indicant un interès creixent. La segona fase va estudiar com les iniciatives de EESD, eren abordades des de la td. Indicà que la majoria encaixaven en el discurs de resolució de problemes, que emfatitza la coproducció de coneixement i els aspectes metodològics. Aprofundint aquest discurs, la majoria de les iniciatives s’esqueien a l'argument del món real que promou la col·laboració ciència-societat sobre problemes socials (context UE); altres buscaven la convergència de les ciències (vida, salut, física i enginyeria) en la recerca del benestar humà (argument d'innovació, context USA); i algunes reunien a estudiants i entitats en un procés grupal d'aprenentatge, amb propòsit social (argument d'investigació interdisciplinària transcendent "tir"). És rellevant que cap de les iniciatives es va vincular al discurs de transgressió, que persegueix la reformulació de l'”establishment” ja no per a la societat, sinó amb la societat. L'última fase va consistir en la implementació d'un entorn d'aprenentatge td al curs Taller d'Investigació-Acció (5 ETCS) del Màster UPC en Ciència i Tecnologia de Sostenibilitat. Organitzacions civils i de govern, estudiants i educadors van investigar col·laborativament en casos reals de sostenibilitat, a partir de dos cicles d'acció-reflexió. Si bé el curs encaixa principalment en l'argument del món real del discurs de resolució de problemes, els esquemes d'aprenentatge servei (ApS) o CampusLab poden reproduir l'argument "tir" d'aprenentatge basat en equips amb propòsit social. El discurs de la transgressió s'abordà mitjançant l’ApS per a la justícia social i va resultar en la implicació professional d'alguns estudiants en les organitzacions civils participants. Els reptes del procés d'aprenentatge foren: formulació de problemes; gestió d'incerteses; integració de diferents interessos i rols; i habilitats interpersonals. Per això, l'autora desenvolupà un valorat mòdul d'Intel·ligència Emocional, animat a encarar punts paralitzants del procés. Finalment, aquest treball proposa un conjunt d'elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament td a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos. Finalment, aquest treball proposa un conjunt d’elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament transdisciplinarietat a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos d'aprenentatge mutu; integrar tipus de coneixement; recolzar-se en pràctiques disciplinàries i interdisciplinàries
5
Lai, Yi-Lin. « Expériences esthétiques. Pour une transdisciplinarité de notre contemporain ». Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030166.
Texte intégralRésumé :
Cette étude suit la voie qu’a ouverte Jean-Marie Schaeffer quant au renouveau des questionnements esthétiques, qui implique un recentrement sur le fait esthétique et une vue naturalisée. Les sciences cognitives et les neurosciences s'inscrivent naturellement dans le prolongement de cette voie, et cette étude examine alors la démarche et les enjeux de cette transdisciplinarité. L’examen relève d’une analyse critique à la fois des problématiques esthétiques, des quêtes neuroscientifiques, et de la démarche même d’une transdisciplinarité. Après ce nouveau contour redessiné du domaine esthétique et de son examen critique, cette étude propose de considérer le paradigme de l’enaction comme seul apte à soutenir à la fois les démarches scientifiques et les spécificités des questionnements esthétiques, à savoir leurs caractères subjectif et transversalFollowing Jean-Marie Schaeffer, this study proposes to revive aesthetic questions by focusing on the aesthetic fact and considering it from the naturalized perspective offered by neuroscience and cognitive science. It critically analyses at the same time aesthetic issues, the neuroscientific quest, and the transdisciplinary approach itself. It advocates the paradigm of enaction, as the only one capable of supporting both scientific processes and the subjective and transverse character of aesthetic questions
6
Gutiérrez, Torres David. « La construcción de un contexto artístico en Barcelona, 1995-2015 ». Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673130.
Texte intégralRésumé :
Aquesta tesi analitza les principals característiques de la construcció del context artístic barceloní des d'inicis dels anys noranta. Estudia els elements que caracteritzen l'aparició d'una nova generació d'artistes en el context de Barcelona, el tall enfront de la producció artística anterior que suposa i la seva continuïtat fins avui. Un context artístic que des dels anys noranta manté elements en comú amb les produccions artístiques d'altres àmbits i llocs. De fet, participa i és fruit del fenomen de la globalització i la manera en la qual ha afectat tant les pràctiques artístiques com a la construcció institucional de l'art
La tesi reconstrueix el context de globalització que s'inicia llavors i com afecta a la pràctica artística: la multiplicació de centres d'activitat artística, la construcció d'un teixit institucional de l'art o l'ús de la cultura com a marca de prestigi de les ciutats. En aquest sentit, desenvolupa una teoria contextual de l'art posant en relació Barcelona amb altres centres artístics. A partir d'aquí, la tesi analitza els trets principals de la producció artística des dels anys noranta fins a l'actualitat en tres aspectes relacionats: el retorn de les pràctiques hereves de l'art conceptual i l'adopció de la transdiciplinariedad en un context en el qual s'implementa l'entramat institucional de l'art a Barcelona.
L'examen d'aquestes característiques principals de la construcció del panorama artístic a Barcelona en el context de la globalització es realitza a través de l'anàlisi d'una sèrie de casos d'estudi: des de la comparativa amb el context de Londres, el rol jugat per institucions com el MACBA i els elements que defineixen els treballs d'artistes com Mabel Palacín, Ignasi Aballí o Antonio Ortega.
La recerca conclou que la construcció del context artístic a Barcelona des dels noranta és paral·lel al d'altres centres i guarda similars característiques. Així, participa de les característiques de la producció artística internacional instal·lada en el paradigma de la globalització. Un paradigma que ha generat un nou academicisme de l'art contemporani caracteritzat per un triple eix: desplegament institucional, retorn de pràctiques conceptuals i transdiciplinariedad. És a dir, que el pas dels anys vuitanta als noranta del segle XX va suposar un tall epistemeológico en les arts que ha continuat vigent i dins del qual Barcelona és un context més.Esta tesis analiza las principales características de la construcción del contexto artístico barcelonés desde inicios de los años noventa. Estudia los elementos que caracterizan la aparición de una nueva generación de artistas en el contexto de Barcelona, el corte frente a la producción artística anterior que supone y su continuidad hasta hoy. Un contexto artístico que desde los años noventa mantiene elementos en común con las producciones artísticas de otros ámbitos y lugares. De hecho, participa y es fruto del fenómeno de la globalización y la manera en la que ha afectado tanto a las prácticas artísticas como a la construcción institucional del arte La tesis reconstruye el contexto de globalización que se inicia entonces y cómo afecta a la práctica artística: la multiplicación de centros de actividad artística, la construcción de un tejido institucional del arte o el uso de la cultura como marca de prestigio de las ciudades. En este sentido, desarrolla una teoría contextual del arte poniendo en relación Barcelona con otros centros artísticos. A partir de ahí, la tesis analiza los rasgos principales de la producción artística desde los años noventa hasta la actualidad en tres aspectos relacionados: el retorno de las prácticas herederas del arte conceptual y la adopción de la transdiciplinariedad en un contexto en el que se implementa el entramado institucional del arte en Barcelona. El examen de esas características principales de la construcción del panorama artístico de Barcelona en el contexto de la globalización se realiza a través del análisis de una serie de casos de estudio: desde la comparativa con el contexto de Londres, el rol jugado por instituciones como el MACBA y los elementos que definen los trabajos de artistas como Mabel Palacín, Ignasi Aballí o Antonio Ortega. La investigación concluye que la construcción del contexto artístico en Barcelona desde los noventa es paralelo al de otros centros y guarda similares características. Así, participa de las características de la producción artística internacional instalada en el paradigma de la globalización. Un paradigma que ha generado un nuevo academicismo del arte contemporáneo caracterizado por un triple eje: despliegue institucional, retorno de prácticas conceptuales y transdiciplinariedad. Es decir, que el paso de los años ochenta a los noventa del siglo XX supuso un corte epistemeológico en las artes que ha continuado vigente y dentro del cual Barcelona es un contexto más.
This thesis analyzes the main characteristics on the construction of the Barcelona artistic context since the early nineties. It studies the elements that characterize the appearance of a new generation of artists in the context of Barcelona, the cut against previous artistic production that it entails and its continuity until today. An artistic context that has maintained elements in common with artistic productions from other cities since the 1990s. In fact, it participates and is the result of the globalization and the way in which it has affected both artistic practices and the institutional construction of art. The thesis reconstructs the context of globalization that began then and how it affects the artistic practice: the multiplication of centers of artistic activity, the construction of an institutional net of art or the use of culture as a prestigious brand for the cities. In this sense, it develops a contextual theory of art by linking Barcelona with other artistic nodes. From there, the thesis analyzes the main features of artistic production from the 1990s to the present in three related aspects: the return of practices inherited from conceptual art and the adoption of transdisciplinary in a context in which it is implemented the institutional framework of art in Barcelona. The examination of these main characteristics of the construction of the artistic panorama in Barcelona in the context of globalization is carried out through the analysis of a series of case studies: from the comparison with the context of London, the role played by institutions such as the MACBA and the elements that define works of artists such as Mabel Palacín, Ignasi Aballí or Antonio Ortega. The research concludes that the construction of the artistic context in Barcelona since the nineties is parallel to that of other centers and has similar characteristics. Thus, it participates in the characteristics of international artistic production installed in the paradigm of globalization. A paradigm that has generated a new academicism of contemporary art characterized by a triple axis: institutional deployment, return of conceptual practices and transdisciplinary. In other words, the passage from the eighties to the nineties of the twentieth century supposed an epistemeological break in the arts that has continued until today and within which Barcelona is another context.
Universitat Autònoma de Barcelona. Programa de Doctorat en Història de l'Art i Musicologia
7
BOTELHO, ANDRE DA CONCEICAO DA ROCHA. « THEOLOGY IN COMPLEXITY : FROM THEOLOGICAL RACIONALISM TO CHALLENGE TRANSDISCIPLINARITY ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10454@1.
Texte intégralRésumé :
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORTeologia na complexidade: busca reler a história da História. Compreender a gênese da Razão e seu desenvolvimento; compreender seu esgotamento na forma do racionalismo simplificador. Perceber a crise da Razão e a conseqüente agonia humana e planetária, a crise do mundo. Repensar a Teologia. Compreendê-la em sua função histórica. Constatar sua crise no advento da modernidade. Abrir-se ao novo paradigma sistêmico em busca de uma Teologia rica em complexidade. Avançar para além dos horizontes teológicos monodisciplinar e interdisciplinar, abraçando o transdisciplinar.
Theology in complexity: seeks review the History´s history. To understand the Reason´s genesis and its development; to understand it exhaustion in the pattern of simplifier rationalism. To perceive the reason´s crisis and the human and world´s consequent agony, the planet´s crisis. To rethink Theology. To understand it in its history function. To verify its crisis at modernity´s arrival. To open to the new systemic paradigm seeking a Theology full of complexity. To advance beyond monodisciplinar and interdisciplinar theological s horizonts, involving transdisciplinar.
8
Meinard, Yves. « Qu'est ce que la biodiversité ? : un essai de transdisciplinarité ». Paris 7, 2010. http://www.theses.fr/2010PA070029.
Texte intégralRésumé :
L'objet de ce texte est de proposer une analyse du concept de biodiversité, tel qu'il est utilisé dans toute une série de discours théoriques, relevant des sciences biologiques comme des sciences humaines, mais également dans le langage courant. Nous mettons dans un premier temps en évidence que la recherche théorique appliquée à la biodiversité est marquée par l'adoption d'un postulat sémantique, qui stipule que la signification du terme « biodiversité » fait partie du langage commun et est fixée ex ante, avant toute investigation scientifique. Devant le constat que la recherche sur la biodiversité atteint un point d'épuisement dans son incapacité à formuler une définition générale et claire de son objet, nous proposons d'éclairer cette recherche par une étude philosophique de la signification. En mettant en évidence l'importance de la profondeur modale du rapport à la réalité, cette étude permet ensuite d'avancer une hypothèse de théorie positive de la biodiversité, qui stipule que dans le langage commun le terme « biodiversité » a pour fonction de pointer l'expérience de la discordance entre le concevable et le possible, constatée lors de l'examen de la réalité biologique. Cette hypothèse présente un appel intuitif dans son application à des exemples concrets et elle répond à toutes les exigences qui s'imposent à toute théorie qui se prétend théorie de la biodiversité. Nous examinons enfin les implications d'une telle théorie abstraite de la biodiversité en termes d'épistémologie de l'économie et de philosophie politique, en montrant qu'elle incite à penser à nouveaux frais la signification de l'agir et les conséquences de sa prise en compte. Nous proposons une ouverture sur des applications économiques pratiques et soulignons l'innovation méthodologique de la démarche que nous qualifions de transdisciplinaireThe aim of this essay is to provide for an analysis of the concept of biodiversity as it is used in a large range of theoretical discourses, from biological sciences and social sciences, but also in ordinary language. First, we argue that the theoretical research applied to biodiversity is characterized by a commitment to a semantic postulate, stipulating that the meaning of the term "biodiversity" belongs to our common language and is established ex ante, before any scientific investigation. Acknowledging the fact that scientific investigations on the concept of biodiversity are decidedly blocked by an incapacity to formulate a general and clear definition of their object, we offer a philosophical inquiry of meaning to clarify this problem. Emphasizing the importance of the modal depth of our cognitive connection to reality, this work then allows suggesting a tentative positive theory of biodiversity, specifying that the function of the term "biodiversity" in our common language is to point the experience of a dissonance between conceivability and possibility, noticed when scrutinizing biological reality. This hypothesis is intuitively appealing when applied to practical examples, and it demonstrably satisfies the requirements a theory has to satisfy to be qualified as a theory of biodiversity. We eventually inquire into the implications of such an abstract theory of biodiversity in terms of epistemology of the economies and political philosophy, showing it suggests rethinking the meaning of action and behaviour and the consequences of the very fact of taking account of this meaning. Perspectives of practical economic applications are suggested, and we emphasize the methodological novelty of our reasoning, characterizing it as "transdisciplinarity"
9
Caissy, Sandra. « La Suicidée : quand la transdisciplinarité devient un récit tragique ». Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25416.
Texte intégralRésumé :
Tableau d'honneur de la Faculté des études supérieures et postdorales, 2014-2015La Suicidée est un projet d'exposition transdisciplinaire en arts visuels conçu à partir d'installations multi-, pluri- et inter-disciplinaires cherchant à générer du sens et de la signification par la mise en espace d'un récit tragique mettant en scène ma propre image au cœur de la représentation de l'idée de mort volontaire. Ces installations sont disposées dans un ordre logique de séquences de façon à suggérer qu'il existe des étapes dans le processus menant à l'idée de mort volontaire. En cherchant à tendre vers une meilleure compréhension du phénomène du suicide, je choisis d'utiliser comme matière première mon propre vécu avec la mise en place d'une multiplicité de points de vue. C'est dans un contexte d'auto-observation de mes propres pensées et de mes états d'âme douloureux causés par des symptômes dus à un syndrome de stress post-traumatique polytraumatique que j'ai utilisé l'art comme lieu d'amplification de la réalité pour la transformer en une histoire tragique inventée. C'est alors par le dessin, l'écriture, la vidéo, le son, la peinture, la sculpture, la photographie et la danse que je choisis de mettre en relation le désir de mort et le désir de vie. Ces autoportraits seront jumelés à la lenteur, à l'aspect fantomatique, à la beauté de la nature, à la violence des mots et aux sonorités dramatiques pour imager la détérioration de l'âme.
10
Ljubec, Ziva. « Polyphibianism : evolving transdisciplinarity into an imaginary organism of living knowledge ». Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3510.
Texte intégralRésumé :
Transdisciplinarity emerged from the urge to grasp the elusive knowledge in the most fertile zone in between and beyond disciplines that escapes even the most elaborate interdisciplinary operations. While interdisciplinary protocol enables experts to operate within foreign disciplines, in the extreme case as diverse as art and science (by inviting artists into scientific departments and vice versa), the production of knowledge remains confined to particular domains. To transcend these confinements and access the knowledge that evades institutionalisation Basarab Nicolescu’s Manifesto of Transdisciplinarity sets up conditions for an open structure to be grown outside the current compartmentalisation into a living knowledge. This thesis imagines a possible evolution of transdisciplinarity into knowledge to be lived internally rather than learnt externally in order to overcome the anxiety in transcending the established culture of disciplinary research. By entering the transdisciplinary zone, the identity of experts-specialists dissolves, even the crudest separation into artists and scientists becomes obsolete. From the illusion of losing control over knowledge arises the fear of a return to archaic, mystic or even shamanic ways of knowing. Far from proposing a return to shamanism in its ancient forms this thesis imagines the way of polyphibianism – an imaginary solution to navigate efficiently the protoplasmic state of knowledge that would be indigenous to culture of disciplinary researchers. With every significant discovery the disciplinary researchers already intuitively trespass into the very zone that the Manifesto of Transdisciplinarity invites them to enter intentionally. From examination of documented introspective inquiries into their act of discovery the thesis infers the necessary sensibilities and adaptabilities of the individuals to cross the borders of their disciplines. Their seemingly lost identity is temporarily restored with the term polyphibian (analogous to amphibian) designating their ability to survive and explore multiple environments. With each change of circumstances in research a polyphibian adapts by swiftly reinventing its instinctive instruments, mutating its organs of knowing, indifferently to conventional habits of thought. Through their introspective writings this thesis investigates the polyphibic aptitude of Henri Poincaré, Henri Bergson and Marcel Duchamp to scout at the periphery of physics, metaphysics and ‘pataphysics, to intuitively anticipate the role of chance, chaos and complexity in both arts and sciences. A threshold of complexity has to be surpassed in order to bring the current apparatus of knowledge to life. Bergson’s insight on laughter and dreams suggests how intellect could transcend itself. The thesis proposes to consider laughter as faculty that could induce self-awareness in the intellectual apparatus while dreams are considered to facilitate self-organisation of intellect on higher orders of awareness. In Deleuzian manner of mutating Bergson’s work into Bergsonism, polyphibianism is a mutation in transcribing the code of Creative Evolution where Bergson insisted on interdependency between the theory of knowledge and the theory of evolution. The scholarly dispute on Bergsonian and anti-Bergsonian tendencies present in Marcel Duchamp’s work is revisited in the thesis by interpreting the higher dimensional Bride as a polyphibic organism of living knowledge with access to higher orders of awareness, able to guide the Bachelor’s apparatus of mechanical production and preservation of knowledge out of its predicament. Informed by peculiar Duchampian experiments that challenged both the domain of art and science the research projects in this thesis consist of an intervention at CERN that tested the impenetrability of institutionalised art-science collaborations and installation of the Interval of Suspended Judgement with high mathematical precision at the threshold between physics and ‘pataphysics. With these projects the problems of categorising researchers into artists and scientists are revealed. As Deleuze suggested, to effectively formulate the problem, to realize it in multiplicity of contexts, a new concept must be invented, a new organism must be conceived. This thesis gave birth to an imaginary organism of living knowledge in order to relieve the unnecessary anxieties and to fully engage in transdisciplinary research.
Livres sur le sujet "Transdisciplinarietà"
1
Rezaei, Nima, dir. Transdisciplinarity. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94651-7.
Texte intégral
2
Nicolescu, Basarab. La transdisciplinarité : Manifeste. Monaco : Editions du Rocher, 1996.
Trouver le texte intégral
3
Baptista, Bianca Vienni, et Julie Thompson Klein. Institutionalizing Interdisciplinarity and Transdisciplinarity. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003129424.
Texte intégral
4
Jao, Limin, et Nenad Radakovic, dir. Transdisciplinarity in Mathematics Education. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63624-5.
Texte intégral
5
David, Rapport, Somerville Margaret A et Colloquium on Transdisciplinarity (1998 : Abbaye de Royaumont), dir. Transdisciplinarity : Recreating integrated knowledge. Oxford : EOLSS, 2000.
Trouver le texte intégral
6
Basarab, Nicolescu, dir. Transdisciplinarity : Theory and practice. Cresskill, NJ : Hampton Press, 2008.
Trouver le texte intégral
7
Ferdinando, Suvini, et Lorenzetti Loredano Matteo, dir. Prospettive in musicoterapia : Studi ricerche transdisciplinarità. Milano [Italy] : F. Angeli, 2001.
Trouver le texte intégral
8
DIDACTIQUE ET TRANSDISCIPLINARITÉ - Alternance III. Paris : Editions L'Harmattan, 2003.
Trouver le texte intégral
9
Kapoula, Zoï, Emmanuelle Volle, Julien Renoult et Moreno Andreatta, dir. Exploring Transdisciplinarity in Art and Sciences. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76054-4.
Texte intégral
10
Chuenpagdee, Ratana, et Svein Jentoft, dir. Transdisciplinarity for Small-Scale Fisheries Governance. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94938-3.
Texte intégralChapitres de livres sur le sujet "Transdisciplinarietà"
1
Stenner, Paul. « Transdisciplinarity ». Dans Encyclopedia of Critical Psychology, 1987–93. New York, NY : Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_317.
Texte intégral
2
Pérez, Ricardo F. Vivancos. « Transdisciplinarity ». Dans Radical Chicana Poetics, 161–64. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137343581_12.
Texte intégral
3
Pratt-Clarke, Menah A. E. « Transdisciplinarity ». Dans Critical Race, Feminism, and Education, 17–50. New York : Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115378_2.
Texte intégral
4
Dienel, Hans-Liudger. « Transdisciplinarity ». Dans Zukunft und Forschung, 49–57. Wiesbaden : Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35806-8_6.
Texte intégral
5
Le Hunte, Bem. « Transdisciplinarity ». Dans The Palgrave Encyclopedia of the Possible, 1–8. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-98390-5_189-1.
Texte intégral
6
Le Hunte, Bem. « Transdisciplinarity ». Dans The Palgrave Encyclopedia of the Possible, 1669–76. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_189.
Texte intégral
7
Sandford, Stella. « Beauvoir's Transdisciplinarity ». Dans A Companion to Simone de Beauvoir, 13–27. Chichester, UK : John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118795996.ch1.
Texte intégral
8
Becker, Christian U. « Inter- and Transdisciplinarity ». Dans Sustainability Ethics and Sustainability Research, 117–22. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2285-9_12.
Texte intégral
9
Arnold, Markus. « Transdisciplinary Research (Transdisciplinarity) ». Dans Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 2332–40. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_337.
Texte intégral
10
Maguire, Kate. « Research, Transdisciplinarity, Translation ». Dans SpringerBriefs in Education, 59–71. Dordrecht : Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9309-4_6.
Texte intégralActes de conférences sur le sujet "Transdisciplinarietà"
1
Brandão, Carlos Antônio Leite. « Transdisciplinarity, Yesterday and Today ». Dans SIGGRAPH07 : Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA : ACM, 2007. http://dx.doi.org/10.1145/1280120.1280263.
Texte intégral
2
Mokiy, Vladimir, et Tatiana Lukyanova. « Modern Transdisciplinarity : Results of the Development of the Prime Cause and Initial Ideas ». Dans InSITE 2022 : Informing Science + IT Education Conferences InSITE 2022. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4931.
Texte intégralRésumé :
Aim/Purpose This paper focuses on systematizing and rethinking the conformity of modern transdisciplinarity with its prime cause and initial ideas. Background The difficulties of implementing transdisciplinarity into science and education are connected with the fact that its generally accepted definition, identification characteristics, and methodological features are still missing. In or-der to eliminate these disadvantages of transdisciplinarity, its prime cause and initial ideas had to be detected. It is also important to analyze the correspondence of the existing opinions about transdisciplinarity with the content of these cause and ideas. Methodology The qualitative analysis of the literature reviews on the subject of transdisciplinary was used in order to determine the correspondence of the opinions about the transdisciplinarity with the meaning of its prime cause and initial ideas. These opinions had to be generalized as well. Through this method, it was possible to detect and classify opinions into 11 groups including 39 stereotypes of transdisciplinarity. For substantiation of transdisciplinary approaches that are consistent with the approaches of contemporary science, C.F. Gauss random variables normal distribution was used. The “Gauss curve” helped to show the place of transdisciplinary and systems transdisciplinary approaches in the structure of academic and systems approaches. The “Gauss curve” also demonstrated the step-by-step “broadening of the scientific worldview horizon due to sequential intensification of synthesis, integration, unification, and generalization of the disciplinary knowledge.” Contribution After reconsideration of the results on qualitative analysis of the literature reviews, the generalized definition of transdisciplinarity could be formulated, including the definition for transdisciplinary and systems transdisciplinary approaches. It was proven that transdisciplinarity is a natural stage for the development of contemporary science and education, and the transdisciplinary approaches were able to suggest the methods and tools to solve the complex and poorly structured problems of science and the society. Findings Many existing stereotypes of transdisciplinarity do not meet its prime cause and initial ideas. Such stereotypes do not have deep philosophic and theoretical substantiation. They also do not suggest the transdisciplinary methods and tools. Thus, the authors of such stereotypes often claim them to be transdisciplinary or suggest perceiving them as transdisciplinarity. This circumstance is the reason why many disciplinary scientists, practitioners, and initiators of higher education view transdisciplinarity as a marginal direction of contemporary science. Based on the generalized definition of transdisciplinarity, as well as its prime cause and initial ideas, it was shown that transdisciplinarity is presented in contemporary science in the form of two different approaches, i.e., the transdisciplinary approach and systems transdisciplinary approach. The objective of the transdisciplinary approach is to ensure science development at the stage of synthesis and integration of disciplinary knowledge, while the objective of the systems transdisciplinary approach is to ensure that the problems of modern society are solved through unification and generalization of the disciplinary knowledge. Recommendations for Practitioners The practitioners should take into consideration that the transdisciplinary and systems transdisciplinary approaches have different specific features. Within the limits of the transdisciplinary approach, a team of disciplinary specialists forms a new method to solve each new problem every time. As a result, the solution of the problem is created based on the consensus formed by compromises. Such a solution is difficult to be risk analyzed. Within the limits of the systems transdisciplinary approach, a team of disciplinary specialists uses a universal systems transdisciplinary methodology to solve each problem. In this case, the disciplinary specialists do not seek compromises, but perform their part of research using the disciplinary methods and tools. The disciplinary results are unified and generalized by the generalist specialist, who has a methodology of the systems transdisciplinary approach. Thus, the solution of the problem should be subject to risk analysis since it is included into the basic research process. Recommendations for Researchers The researchers should consider that within the limits of the transdisciplinary approach, the disciplinary specialists are managed. Within the limits of the systems transdisciplinary approach, the disciplinary knowledge is managed. Thus, the transdisciplinary approach is efficient for organization and research with participation of the scientists of the complementary disciplines. An example of such research can be a team of researchers of medical disciplines and complementary disciplines from chemistry, physics, and engineering. The systems transdisciplinary approach is efficient for organization and performance of research with participation of the scientists of non-complementary disciplines such as economics, physics, meteorology, chemistry, ecology, geology, and sociology. Impact on Society The prime cause of transdisciplinarity is associated with a desire of economists, politicians, and managers to find a method of efficient long-range forecasting, planning, and control of social and economic development of the modern society, as well as the search for the solution to current problems accompanying this development. The transdisciplinary approaches formed the methods and tools to solve these tasks. Although society could use the advantages of the transdisciplinary approaches, it is necessary to ensure that in the consciousness of the disciplinary specialists, “the desire to have such approaches” should coincide with “the desire to apply such approaches” for the benefit of the society. Future Research In terms of the main initial idea, transdisciplinarity is formed as a global approach. The global approach should have a traditional institutional form. This implies that it should be a science discipline (meta-discipline) and have carriers with the transdisciplinary worldview. Training for such carriers can be organized by the universities within the limits of the systems transdisciplinarity departments and Centers of Systems Transdisciplinary Retraining for Disciplinary Specialists. Thus, it is reasonable to initiate discussions for the idea to reform the disciplinary structure of the universities while considering the creation of such departments and centers.
3
Elena Lucia, Mara. « Transdisciplinarity in research and education ». Dans 2013 International Conference on Advanced ICT. Paris, France : Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.65.
Texte intégral
4
Brenner, Joseph. « Information Science, Transdisciplinarity and Logic ». Dans ISIS Summit Vienna 2015—The Information Society at the Crossroads. Basel, Switzerland : MDPI, 2015. http://dx.doi.org/10.3390/isis-summit-vienna-2015-t9.1004.
Texte intégral
5
Flogie, Andrej, Kosta Dolenc et Boris Aberšek. « TRANSDISCIPLINARITY IN EDUCATION IS NEAR ». Dans 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.45.
Texte intégralRésumé :
In ancient Greece, knowledge was not neatly contained in distinct disciplines and leading scholars moved freely among different fields. The influence of reductionism, which began with Aristoteles and has continued ever since, created disciplines with precise boundaries. With such disciplinary approach, each field evolves independently as a specialized set of tools of analysis. The question arises: are these boundaries still necessary nowadays or must we look on the teaching/learning process more transdisciplinary? In this contribution, one of the possible ways will be shown and evaluated, how to model and apply an appropriate solution. Key words: transdisciplinary models, multidisciplinary models, cognitive education, neuroscience, holistic approach.
6
Tsitavets, Tatsiana. « Interdisciplinarity And Transdisciplinarity In Teacher Education ». Dans EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.228.
Texte intégral
7
García, Joan. « Transdisciplinarity in scientific and engineering research ». Dans 1st International PhD Student’s Conference at the University of Life Sciences in Lublin, Poland : ENVIRONMENT – PLANT – ANIMAL – PRODUCT. Publishing House of The University of Life Sciences in Lublin, 2022. http://dx.doi.org/10.24326/icdsupl1.il000.
Texte intégral
8
Tudor, Sofia Loredana. « The Transdisciplinarity – A Model Of Experiential Learning ». Dans Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.104.
Texte intégral
9
Graf, Joel. « Bringing Concepts Together : Interdisciplinarity, Transdisciplinarity, and SSH Integration ». Dans "Impact of Social Sciences and Humanities for a European Research Agenda Valuation of SSH in mission-oriented research". fteval - Platform for Research and Technology Policy Evaluation, 2019. http://dx.doi.org/10.22163/fteval.2019.364.
Texte intégral
10
Zerbes, Mihai-Victor, Vasilica Silvia Neamu, Liliana Georgeta Popescu et Alexandru Olteanu. « TRANSDISCIPLINARITY AND INTERDISCIPLINARITY IN THE TEACHING OF PSYCHOLOGY ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1411.
Texte intégral