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Статті в журналах з теми "Discours du maître":
Lemieux, Raymond. "Discours magistériel et discours du maître : l’aporie est-elle surmontable ?" Laval théologique et philosophique 69, no. 3 (July 8, 2014): 483–98. http://dx.doi.org/10.7202/1025864ar.
Badiou, Alain. "Court discours suggéré au bon Maître." La revue lacanienne 18, no. 1 (2017): 222. http://dx.doi.org/10.3917/lrl.171.0222.
Morabia, Alfred. "Le prophète, le législateur et le discours du Maître." Che vuoi ? HS02, no. 3 (2007): 213. http://dx.doi.org/10.3917/chev.hs02.0213.
Meyer, Andrew. "Exploring the Construction of a Category in Warring States Sources." T’oung Pao 101, no. 4-5 (December 7, 2015): 271–97. http://dx.doi.org/10.1163/15685322-10145p01.
Martens, Francis. "D’un discours qui serait bien du Lacan." Le Coq-héron N° 256, no. 1 (April 10, 2024): 116–24. http://dx.doi.org/10.3917/cohe.256.0116.
Saéz, María Isabel Corbí. "Les Belles Images: Annonciatrices "de la rupture du discours maître"." Simone de Beauvoir Studies 25, no. 1 (November 15, 2009): 20–30. http://dx.doi.org/10.1163/25897616-02501006.
Jobin, Guy. "Le paradigme de la responsabilité comme condition de l’éthique théologique*." Articles spéciaux 60, no. 1 (November 15, 2004): 129–48. http://dx.doi.org/10.7202/009478ar.
Boivin, Jean. "Le Traité de rythme, de couleur, et d’ornithologie d’Olivier Messiaen (tomes I, II, III et IV)." Circuit 9, no. 1 (March 5, 2010): 17–26. http://dx.doi.org/10.7202/902214ar.
Mellouki, M’hammed. "Les discours sur le savoir enseignant au Québec : quelques repères socio-historiques, 1930-1989." Articles 16, no. 3 (November 19, 2009): 393–404. http://dx.doi.org/10.7202/900675ar.
Formento, Michel. "La psychanalyse est-elle une marchandise comme les autres ?" Champ lacanien N° 27, no. 1 (November 17, 2023): 99–108. http://dx.doi.org/10.3917/chla.027.0099.
Дисертації з теми "Discours du maître":
Fărcaş, Daniel-Sorin. "Le transcendantal et le discours théologique : métaphysique et analogie chez Albert le Grand et Maître Eckhart." Paris 4, 2008. http://www.theses.fr/2008PA040026.
This distinction between man's knowledge and God's knowledge concentrates the whole metaphysics of Albert the Great. The first operates especially according to the resolutive method ("modus resolutorius"), which follows an upward way (from effect to cause) in a cognitive return approach of the creature to the Creator (the specific terms of Albert's the Great vocabulary are here "reductio", "resolutio", "reditio", "remotio"), God's knowledge is a creative one (what He knows, He creates) and operates according to the composition method ("modus compositivus"). To Meister Eckhart, the concept of noble man ("homo nobilis") or detached man determines partial deletion of the opposition between "scientia hominis" and "scientia dei". The deified man (he takes part to Deity), who becomes "the unique son" of God his intellect adoption, experiences - even from his temporal and earthy life - not only the eternel bliss, but also the absolute (perfect) and everlasting knowledge which belongs only to God
Ndagano, Jean-Marie. "Narration et intertextualité dans "Jacques le fataliste et son maître" de Denis Diderot." Bordeaux 3, 1991. http://www.theses.fr/1991BOR30046.
Jacques le fataliste is a puzzle created by diderot, based on his own experience as a man, as a writer and a reader. This thesis analyzes how different utterances, real or imagined, taken from his life, his time and his readings, has been integrated, organised and recalled, blended into a single meaning in order to get the new with the old. But what could one imagine as the common thread that would give unity to this work? one possibility: transmodalization. Diderot replaces as much as possible, narration by dramatic dialogue, thus transforming the novel into the realm of dialogue as creation and renewal, thus offering the tales and opening on to new paths and voices, and possibility to shed to carcass in wich which the novel was emprisonned. However, intertextual technique and dramatic dialogue are nothing more than a pretext for a vaster project: writing and reading as objects and subjects of novel. Therefore, the themes of travel, sexuality and fatalism are only metaphors for oscripturel adventure. Jacques le fatali liste is a mise en abyme of its own production and its reception, its reader and its reading. From this point of view, diderot is not only a precursor of the modern novel, he is also our contemporary
Mercier-Brunel, Yann. "La parole évaluative de l'enseignant : effets sur les postures langagières des élèves." Toulouse 2, 2009. http://www.theses.fr/2009TOU20085.
According to A. Jorro (2002) a teacher's evaluative statement is part of his professional gesture that is to say resulting from the teacher's underlying action by his incorporate background, his personal values and especially his professional ethos and his attitude towards the pupils. If we consider this behaviour as taken for granted and if we submit them to Joas's theory of Human actions' creative nature (Joas, 1999) based on intentionality and adjustments, the study attempts to show their consequences on the pupils' discursive positioning. The pupils' discursive positioning is studied by the use of registers mainly handled by the pupils themselves in terms of interaction (Goffman 1973 & 1974) intercomprehension (Habermas, 1987) and interpretation (Ricœur, 1969 & 1992). His study is based on five filmed sequences showing five 6th year's Primary School teachers with different profiles working in the same school. Each sequence shows the teacher doing corrections either in French or in Mathematics. The observation scale of evaluative statement is composed of linguistic indicators such as the teachers' favourite recourse to subjectivemes (Kerbrat-Orecchioni, 2006), to linguistic modalities (Ducrot & Schaffeur, 1995) and to perlocutionary intentions (Vermersch, 2007)
Abid, Hammadi. "La dialectique de la reconnaissance : la renaissance d'un thème hégélien dans le discours philosophique du XXème siècle." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00738254.
Rugeles, Schoonewolff Mauricio. "Hégémonie, populisme, rhétorique : Ernesto Laclau et la psychanalyse." Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080104.
This thesis is a critical reading of the works of Ernesto Laclau based on three of his fundamental concepts and his understanding of psychoanalysis. As Laclau develops his theoretical position, psychoanalysis becomes a central reference. Laclau studies the phenomenon of populism, and at the same time proposes a strategy for contemporary emancipatory movements. Studying Laclau's works is opportune because of the rise of populist political movements, some of which reclaim Laclau’s theories.In this thesis we reconstruct Laclau's reading and use of psychoanalysis, to counterpoint it with the original psychanalytical works (Freud, Lacan and even Miller,) and in this way contrasting Laclau’s theory with psychoanalysis, with their similarities and differences, analogies and contradictions, agreements and disagreements. The text is structured chronologically, and also it criticizes Laclau’s works according to their internal logic by explaining the links with psychoanalysis, and the text ends with a chapter in which the theoretical developments of Laclau are analyzed at the light of two of his closest interlocutors, Jorge Alemán and Slavoj Žižek.Laclau proves the structural unavoidability of populism: he demonstrates how populism is always present in democratic governments. However, the relationship between Laclau's theory and emancipation, jouissance and economics remains problematic. Thus, Laclau’s criticism of neoliberalism remains limited
Rivera, Christian. "La gestion discursive de la relation interpersonnelle en classe d'espagnol comme langue étrangère : une étude sur les enseignants universitaires dans un programme d'échange intrenational à Valparaiso." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030059/document.
This work is about the the study of linguistic procedures used by university teachers of Spanish as a foreign language in the discursive management of interpersonal relationships with students. Starting from a discursive perspective we argue that the discursive management of interpersonal relationship can be considered as how the teacher as speaker / producer (and social agent) manages a set of linguistic procedures to establish the interpersonal relationship with students in the classroom, based on the limits and possibilities that surround his work in a social and discursive space. From this proposition we determined that the sense of the discoursive management in the didactic and pedagogical domain refers specifically to the help which the teacher, in his capacity as a competent being and as a facilitator of learning, provides to the students. In addition, we believe that this help results from a crossed logic in which converge two contradictory principles: discursive heteronomy and autonomy. Based on our analysis of transcripts of videotaped classes and interviews with students, we show that the procedures used by language teachers correspond to the phenomenon of modulation and operate at two levels, a micro and a macro functioning. We also confirm that these procedures are in a logic which is particular to the sense of help. However, we note that the discursive management of teachers, which is in this logic, is problematic due to the distribution of linguistic procedures and its eventual unproductiveness
El, Tarhouni Faraj Ali Milad. "Analyse des interactions verbales en classe de FLE en contexte libyen." Caen, 2015. http://www.theses.fr/2015CAEN1016.
The current approach is to further the view of language as a socially constructed activity. The interactive dimension is included in the functioning of language and its acquisition. These perspectives are illustrated by the deployment of speech, which is found especially in the classroom, as demonstred by ethnomethodology (Garfinkel 1968), conversational analysis and subsequent approaches. This study examines the acquisition of French from an interactionist point of view. The acquisition and learning of a foreign language is not seen only through the mastery of its system, but also through communicative activities in terms of social interaction. From a corpus of classroom interaction in Libyan University, a conversational analysis is produced of speech acts and their hierarchical structure and functions (Roulet et al 1985). By systematic consideration the constituents of the interaction, the hierarchical study allows us to observe the interactive discursive coherence and sequencing, construction with completeness that lead to competence in interaction (the ability to participate optimally in social interaction). The criteria demonstrate that there is a hierarchical and dissymmetrical relationship between the teacher and learners in educational exchange. Based on transferable diagnostic, the study allows to consider the impact of this type of interaction on learners' skills
Kim, Hangyul. "L'usage des maîtres anciens dans le discours de l'art national en France, 1780-1850." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H054.
This thesis problematises in historical context the identity of the ‘Old Masters’ in the literature on art and practices of museums in France from the time of the French Revolution until the mid-nineteenth century. Since the end of the Old Regime, the definition of the ‘Old Masters’ was transformed: a transition of principal elements, from the classical Greek artists to the founders of the National School, took place. This transition reflected the anxiety of the newborn French Republic facing an international rivalry in art history and myriad obstacles to its social and political goals. To meet the concerns of competition and emulation, the names as well as the artistic and moral qualities of ‘Masters’ were recognised, with emphasis, as being closely linked to public instruction and national history. The thesis analyses the texts and museum theories of Alexandre Lenoir and Toussaint-Bernard Émeric-David and the discussion of ‘Old Masters’ in the republican journal La Décade. Also analysed in this context are the displays of the Old Masters in the museums, catalogues (with a focus of Landon’s Annales) and works of art during the Revolution and the first half of the nineteenth century recreating the images of the Old Masters as national heroes or fathers of French art. This consciously performed reconstruction of the ‘Old Masters’ during the French Revolution made a crucial contribution to the formation of the cultural identity of France
Francols, Nathalie. "L’échange d’aide dans l’interaction didactique à l’école primaire." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20078.
We have examined the functioning of help in the children - teacher's interaction, focussing on the participants' relations more than on learning issues. The ways in which teachers provide help to pupils show how a balance between dependence and autonomy is reached in their relation in an ad hoc manner.Our research relies on the framework of Analysis of Talk in Interaction, and has a descriptive purpose. On the basis of video-recordings of four classes of kindergarten and CM2, we have analyzed exchanges between teacher and pupils taking into account the specificity of the didactic context.In "help exchange", we can distinguish three stages:(1) The event that triggers help out: a pupil's action (be it verbal or not) triggers out a helping response by the teacher. The source event can be an explicit request for help or another act (like a request for validation, a sign of inactivity or of discouragement) that the teacher interprets as a need of assistance;(2) The help itself: verbal or nonverbal action, which can be more or less directive, and whose function can be more or less cognitive or technical (holding hands to write, or read an instruction) or emotional (a word that motivates, and encourages);(3) Closing: the events that trigger the separation of the "helper" and the "helper" out, and the way in which they leave after an exchange of help
Guernier, Marie-Cécile. "Discours sur la lecture à l'école : étude longitudinale et comparative de discours d'élèves et de maîtres de cycle III du primaire et de sixième de collège." Grenoble 3, 1998. http://www.theses.fr/1998GRE39031.
Книги з теми "Discours du maître":
Wade, Abdoulaye. Discours à la nation de Son Excellence Maître Abdoulaye Wade, président de la République du Sénégal. Dakar: [publisher not identified], 2009.
Baillairgé, F. A. Vie et discours de notre Seigneur Jesus-Christ: En 48 leçons de la 77e à la 124e et dernière : libre du maître et de la maîtresse. Verchères, Québec: [s.n.], 1994.
Bourdieu, Pierre. Academic discourse: Linguistic misunderstanding and professorial power. Cambridge, UK: Polity Press, 1994.
Bourdieu, Pierre. Academic discourse: Linguistic misunderstanding and professorial power. Stanford, Calif: Stanford University Press, 1994.
Dessì, Giuseppe, and Mario Pinna. Tre amici tra la Sardegna e Ferrara. Edited by Costanza Chimirri. Florence: Firenze University Press, 2013. http://dx.doi.org/10.36253/978-88-6655-478-3.
Частини книг з теми "Discours du maître":
Wauters, Audrey. "«VOICI LE MAÎTRE DES RÊVES»:." In La contribution du discours a la caracterisation des personnages bibliques, 371–78. Peeters Publishers, 2020. http://dx.doi.org/10.2307/j.ctv1q26z55.31.
Billon, Gérard. "LE SEIGNEUR, DIEU DE MON MAÎTRE ABRAHAM." In La contribution du discours a la caracterisation des personnages bibliques, 115–26. Peeters Publishers, 2020. http://dx.doi.org/10.2307/j.ctv1q26z55.11.
"Discours de Maître Belleguier, ancien avocat, sur le texte proposé par l’univerdté de la ville de Paris, pour le sujet des prix de Îannée 1773." In Oeuvres complètes de Voltaire (Complete Works of Voltaire) 75A, edited by John Renwick, 1–42. Liverpool University Press, 2009. http://dx.doi.org/10.2307/jj.10704355.8.
LE LIÈVRE, Françoise, and Gulseren AKSEL. "Les modalités dans les textes argumentatifs d'étudiants turcophones de FLE en Turquie." In Echantillons représentatifs et discours didactiques, 55–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6539.
EL AMRAOUI, Randa. "« Exprimer l’inexprimable »." In Les enjeux de l’écriture mystique, 33–42. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3657.
Mahamat, Alhadji. "Langues maternelles et pratiques enseignantes des maîtres dans la région de l’Extrême-nord/Cameroun." In Écoles, langues et cultures d’enseignement en contexte plurilingue africain, 223–44. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.01.0223.