Paris School Research Articles

‘The Revolution is to the human mind what the African sun is to vegetation’: Revolution, heat, and the normal school project

This article focuses on a slightly earlier period in its investigation of the meanings of and associations with the term normal than Cryle and Stephens have done in their recent book. It looks at the establishment and rapid demise of the Ecole normale (normal school) in Paris in 1794–5, founded on the same model as a school for the manufacture of arms that had operated in spring 1794, and suggests that this model was not only responsible for some of the problems the Ecole normale experienced, setting up unachievable expectations of rapid efficacy, but also had an impact on what its name was assumed to mean. Moving between, on the one hand, an analysis of explicit (and opposing) definitions of what the term normal meant, and, on the other, an account of how the Ecole normale was set up and what it was set up to do, this paper agrees with Cryle and Stephens that the term was ‘formed in controversy’, and fills in the intellectual and philosophical context from which the notion of the statistical norm would emerge.

Color e identidades discursivas en el templo de Santa Bárbara de Tunja

En este artículo de investigación científica y tecnológica se exponen resultados de dos investigaciones relacionadas con las identidades discursivas y las operaciones de construcción semiótica y discursiva de la pintura mural del Templo de Santa Bárbara de Tunja. A partir de la perspectiva teórica y metodológica de la semiótica de la Escuela de París, se analizó la relación entre los colores de las pinturas y las identidades discursivas enunciadas en los murales del templo citado.
 Cabe destacar que las identidades de los sujetos y colectivos culturales se proponen como signos discursivos multidimensionales, constituidos por su cognición, axiología, pasiones y sistemas semióticos, entre ellos, los cromáticos. El análisis semiótico del color en la pintura mural permitió concluir sobre la enunciación de identidades discursivas que hibridan formas de vida católicas, de origen europeo occidental, y nativas americanas. De igual manera, se coligió que las significaciones del color identificadas, que datan del siglo XVII, se mantienen hasta la actualidad en el universo cultural de ubicación del espacio de ritual religioso.

Bangladesh's Policy on Rohingya Refugees: Securitization or What?


 
 
 This article adopts Copenhagen School, and Paris School approaches belonging to the broader framework of securitization theory in explaining whether Bangladesh‘s policy on the 2017-18 Rohingya refugee influx from neighbouring Myanmar has been securitized. In doing so, it analyses how the political discourses and governmental actions in Bangladesh have transformed over time. The findings suggest that human security-focused discourse, which was sensitive to the refugees, prevailed in Bangladesh during the initial days of the refugee influx. However, the national security-focused discourse has started to dominate the country‘s refugee policy as Bangladesh‘s early repatriation-oriented refugee policy has failed to yield any development for more than two years. Moreover, the lack of sincere efforts from Myanmar to provide security assurance and necessary civil rights to the displaced Rohingyas has made them reluctant to go back. As a result, the refugee settlement in Bangladesh is likely to persist for the foreseeable future. In such a situation, newly imposed securitized actions taken by Bangladesh as restricting the refugees from movement, mobile communication, internet, and livelihood opportunity could be counterproductive. It recommends Bangladesh to develop a comprehensive policy on the refugee issue that will address the country‘s security concerns and facilitate sustainable repatriation of the Rohingyas to Myanmar.
 
 

Some Comments on the Changes, Contradictions and Connections of Literary Theories in Lithuania

The paper presents a brief history of literary theories that have been used in Lithuania for the last century (1918–2018). Certain general patterns of development are visible in Lithuanian literary studies: movements from positivist (M. Biržiška) to anti-positivist (V. Mykolaitis-Putinas) history and from Marxist history (K. Korsakas) to postmodern New Historicism. The mid-20th century marked the first applications of modern literary theories (first in exile, later among those who stayed in occupied Lithuania). A. J. Greimas became an eminent theoretician in exile, having established a world-famous school of semiotics in Paris. A large number of Lithuanian scholars worked in this field in Lithuania and abroad (J. Ambrazevičius-Brazaitis, Rimvydas Šilbajoris, Vytautas Kavolis, Bronius Vaškelis, Violeta Kelertienė, Ilona Gražytė-Maziliauskienė, Viktorija Skrupskelytė, Tomas Venclova, Vanda Zaborskaitė, Kęstutis Nastopka, Albertas Zalatorius, Vytautas Kubilius, Viktorija Daujotytė, Irena Kostkevičiūtė), but except for the Greimas Paris School of Semiotics, which created its own field, literary theories had mostly a practical and educational impact on interpretations of Lithuanian disciplines.
 After the restoration of Lithuanian independence in 1990, the renewal of literary theory reached its peak that lasted for about two decades. The J. Greimas Semiotics Studies and Research Centre (now the A. J. Greimas Centre for Semiotics and Literary Theory) was established at Vilnius University in 1992, books written by A. J. Greimas were translated into Lithuanian and the publishing of academic journals “Semiotika” and “Baltos lankos” started. The so-called second wave of postmodern theories (intertextuality, narratology, feminism, postcolonialism, sociology, anthropology, new historicism deconstruc tion, reader response) has attracted the attention of literary scholars, bringing discussions about literature back to the fields of history, culture and politics (Nijolė Keršytė, Paulius Subačius, Irina Melnikova, Marijus Šidlauskas, Birutė Meržvinskaitė, Eugenijus Ališanka). Theories have updated the concepts and vocabulary of literary studies and reading strategies and helped literary scholars integrate themselves into international research more successfully. Along with the hermeneutics of trust, the hermeneutics of suspicion – questioning and complicating interpretations and identities of all texts, was taking an increasingly important place in Lithuanian literary research. Nevertheless, at this time the strengthened position of post-theoretical criticism cannot be anti-theoretical, ignoring the entire heritage of the 20th century.

Considerations about the Origins of French Style in History of Sciences

This paper aims to reconstruct some steps of the emergence and consolidation of the so-called French style in the history of sciences, from the perspective of Georges Canguilhem, one of its main exponents. It begins with a brief characterization of this style, then seeks the moments in Canguilhem’s work in which he defines the more significant contributions of certain authors to the development of this style. First, Fontenelle’s critique of Cartesian thought; after Comte and Claude Bernard, passing by Montpellier School and Paris School of Medicine, until finally reaching the decisive contribution of Bachelard.

École de Paris. Praising or Debasing an Approach to the Study of Greek Sacrifice

The denomination “school” in academic contexts carries with it a certain ambiguity. It can evoke a stimulating and innovative environment with a positive synergy between its members, but also a self-sufficient and almost complacent academic setting mainly concerned with preserving its own worldview. From this starting point, my contribution will reflect on the impact of the École de Paris within the field of Anglophone research on Greek religion and especially on animal sacrifice. Focus lies on how has the concept of a “Paris school” been handled within the study of Greek religion and what position it occupies among scholars working in this field. Four overlapping positions can be distinguished: (1) naming and using the Paris school as a theoretical approach, (2) critiques, which is also a form of interaction, (3) naming and referring in passing without an in depth engagement, and (4) studies on Greek sacrifice which do not use the term or comment on the Paris school.

The “School of Paris” – A Personal View from Outside

The paper’s starting point is the distinction of different traditions, which shape scholarship in the classics at an international level. In a very personal perspective, it gives important examples of the impact the “School of Paris” and French intellectual concepts in a broader sense had, and still have, on the author’s scholarly biography, particularly in his dealing with topics of anthropology, geography, religion, and the imaginaire in general.

The “Paris School” and the “Structuralist Invasion” in North America

This essay offers some broader contextualization on the role of “structuralism” in North America and its relationship to the works of scholars who have been broadly classified under the exonym “Paris School” including Jean-Pierre Vernant, Marcel Detienne, Pierre Vidal-Naquet, and Nicole Loraux. As this essay makes clear, these scholars were doing far more than merely applying “structuralism” as a particularly fashionable intellectual method, which can now be dismissed. Rather, they were engaged, each in their own way, with the very problem of the relationship between meaning and history, a problem that is as pertinent today as it was when structuralism was first on the rise.

L’école de Paris et l’archéologie classique en Allemagne

Cette contribution s´apprete a analyser la reception des recherches issues de « l’ecole de Paris » dans le contexte de la « Klassische Archaologie » en Allemagne qui, globalement a la meme epoque, se trouvait elle-aussi dans une phase de renouvellement, visant une re-historicisation de l´archeologie. Si en depit de l´enthousiasme envers ces nouvelles tendances dans la recherche, cette reception de la part de la « Klassische Archaologie » n’a ete que partielle, ceci s´explique par la differente trajectoire que ces mouvements de renouvellement de la discipline en France et en Allemagne prenaient respectivement. Cette trajectoire se definit a la fois par son point de depart – la tradition respective de la discipline, dans laquelle on se rangeait, tout en voulant s’en demarquer – et par son but – la direction, vers ou l’on voulait progresser. Les divergences fondamentales entre le projet anthropologique de « l’ecole de Paris » et le projet de re-historicisation de la discipline de la « Klassische Archaologie » concernaient en particulier quatre aspects : (1) la place de « l’art grec » occupant dans la « Klassische Archaologie » une position beaucoup plus dominante que dans l’archeologie grecque en France ; (2) la place de la religion grecque, marginalisee dans l’archeologie classique en Allemagne, mais au cœur du projet anthropologique de « l’ecole de Paris » ; (3) la place de l’histoire politique, essentielle pour le projet de re-historicisation de la « Klassische Archaologie », mais conceptualisee differemment par « l’ecole de Paris », pour laquelle l’histoire evenementielle et la micro-chronologie ne jouaient pas le role decisif qu’elles jouaient en Allemagne ; et finalement (4) le caractere utopique (ou non) du passe grec, la « Klassische Archaologie » s’etant clairement defait de cette idee pourtant bien enracinee dans sa propre tradition, alors qu’une certaine forme d’utopie continuait a etre present dans « l’ecole de Paris », dont les recherches mettaient l’accent sur l’alterite de cette societe premoderne, liberee de son statut normatif pour le present, et fonctionnant comme instrument discursif dans une attitude critique par rapport a la culture contemporaine.

Book Reviews

Nessrine Omrani of Paris School of Business reviews “Handbook of Research on Crowdfunding,” edited by Hans Landström, Annaleena Parhankangas, and Colin Mason. The Econlit abstract of this book begins: “Twelve papers cover crowdfunding, with a focus on the current state of the field and suggestions for future research.”

A View on Patients with Somatic or Painful Conditions

Abstract The psychoanalytic treatment of patients suffering from a somatic disease or from chronical pain covers an important field. When confronted with those patients the psychoanalyst needs a theoretical background and technical adjustments. This paper exposes the theoretical corpus of the Paris School of Psychosomatics and relates three clinical cases.

Mané-Katz: Jewishness and Modernity

This article introduces Emmanuel Mané-Katz (1894–1962), a Jewish artist from Ukraine, who spent most of his life in Paris. The article discusses the problem of Judaism in art, how this problem was seen by the artists belonging to the Jewish School of Paris, and the relationship between Judaism and modernity in art, including Mané-Katz’s work.

Exchanges and interactions between Padua and Vienna medical schools in the XIXcentury.

It is well known that Padua Medical School, Italy, played afundamental role in shaping modern medicine. Its golden age lasted from the late XV to the late XVIII century, thanks in particular to its extraordinary anatomical school. One of the last fundamental achievements of the Padua Medical School was the founding of the anatomo-clinical method and organ pathology by Giovanni Battista Morgagni, Professor of Theoretical Medicine in Padua from 1711 and 1715 and of Anatomy from 1715 to his death. This method, which dramatically changed the course of medical diagnosis and therapy, was immediately developed by the so-called Anatomo-Clinical School of Paris. Figures such as Jean-Nicolas Corvisart and René Laennec improved this new approach in the clinical setting with the method of auscultation and the introduction of the stethoscope. However, organ pathology probably found its most important modern expression in the so-called Viennese School of Medicine, thanks to figures such as Karl von Rokitansky, Joseph Skoda and Theodor Billroth. In that period, this school was described by the anatomist Rudolf Virchow as "the Mecca of medicine." As is well known, Padua and Venice fell under the rule of the Austro-Hungarian Empire between the end of the XVIII and the beginning of the second half of the XIX century. The most important influences and changes at the University of Padua were introduced by the Viennese School during the so-called Third Austrian Domination (1813-1866), with improvements of medical curriculum, the founding of new specialist medical institutes and ageneral advancement of medical science, inspired by the technical-practical approach typical of this school. In particular, the new chair and Institute of Pathological Anatomy was founded by Lodovico Brunetti, pupil of Rokitansky, who influenced his appointment at Padua. In this way, we can advance that, at the end, the Morgagni method came back to Padua through the leading role of the Vienna Medical School, which deeply influenced the University of Padua during the different phases of Austrian domination in north Italy.

Cause or consequence? Framing and keying mediation in a French secondary classroom

Abstract In this article, we draw on the commonalities between Vygotsky's emphasis on communication in the ‘social situation of development’ and Goffman's concepts of framing and keying to analyze a French teacher's mediation between grammatical concepts ciphered in abstract semiotic terms and students' intuitive knowledge of language in use. After describing the context of our broader ethnographic study on French language instruction with immigrant descendant youths in a Parisian secondary school, we examine three types of reframing moves identified in a turn-by-turn analysis of discourse recorded in four lessons on ‘cause and consequence’ expressions. We show how the teacher continually modulated the discursive texture of classroom mediation to help students navigate the complexity of schooled grammar, while also counting on their intuitive sense of whether the sentences they proposed ‘made sense’ logically.

The Securitisation - Integration Dilemma: The Case of British Muslims

This article analyses securitisation of the integration of British Muslims by mainstream British politics from 2001 to 2015. Discourse and policy of consecutive Labour and Conservative-led governments regarding integration are evaluated with respect to securitisation criteria set forth by the Copenhagen School, as revised by the Paris School. Institutionalisation of a common discourse legitimising policy was inquired through the examination of intertextuality between political and bureaucratic discourse, party positions during terms of government and opposition. Findings demonstrate that British mainstream politics has been dominated by securitisation of Muslims’ integration, in the form of a ‘politics of unease’ rather than a ‘politics of exception’. Muslims have been othered, first by ‘logic of equivalence’ as immigrants (2001-2005), then by ‘logic of difference’ as integrated Muslims versus potential terrorists (2005-2015). Although the integration approach appears inclusive of Muslims, securitisation framing inhibits the desired integration due to its othering characteristics.

Oedipus Rex as a philosophical and political strategy

This article studies Michel Foucault’s interpretation of the tragedy Oedipus Rex. The analysis seeks to uncover the various intellectual strategies around his study. First, Foucault takes a position in the political debate about prisons in France in the early 1970s. Second, his analysis of the tragedy contributes to position his work in the field of the philosophical history of truth, by singularising his project and separating it from the dominant models of the history of philosophy. Third, Foucault aims to differentiate himself from the results of the historical work of the Paris School. This article analyses how Foucault depends on these interpretations and how it helps him to acquire philosophical relevance. Through the sociology of intellectual history’s perspective, the article elaborates the contributions and limits of Foucault’s perspective.

The French School of Violin Playing between Revolution and Reaction: A Comparison of the Treatises of 1803 and 1834 by Pierre Baillot

Pierre Baillot (1771–1842) was a central figure in the development of the early nineteenth-century French School of violin playing. This school was itself the source of the twentieth-century Russian and American schools, and all the great players of the modern era can trace their lineage back to Baillot and his colleagues. The French School was the first to systematize violin teaching within an institutional framework with normative aspirations. Its history is bound up with that of the Paris Conservatoire, established in 1795. Work by French scholars of the Conservatoire and its teaching has tended to assert a continuity of ideals and aesthetics across time, even an essential Frenchness, and work by English-language scholars has been more concerned with the influence of the School on developments in playing styles and composition than on the evolution of attitudes to music teaching. This analysis of the language of the two founding pedagogical texts reveals a contested cultural landscape, and explores how a revolutionary institution with lofty principles could be overtaken by cultural change in a few short decades. It finishes by questioning the traditional elision of the French and Franco-Belgian schools, and suggests that Brussels, rather than constituting a mere branch of the Paris school, rescued it from premature irrelevance.

Фонд Григория Леонидовича Лозинского в архиве центра изучения стран Восточной Европы при Бременском университете

The article is devoted to the description of the fond of Grigory Leonidovich Lozinsky (1889–1942) in the Research Center for Eastern European Studies at the University of Bremen. The author has familiarized herself with the fond and described the documents it stores. The analysis of the historiography indicates that the figure of Grigori Lozinsky and his social and professional activities have been studied insufficiently; there are no works devoted to the description of his archival fond. The author draws attention to the acquisition history of the archive, points out that the materials handed over by Marina Lozinsky–Gross, Grigory Lozinsky’s daughter, in 1994–2008 are unique, as all remaining documents in her personal possession were destroyed during the fire in her home in 2012. The article gives a brief history overview of the archive, which contains a large number of personal provenance sources on the history of the Russian emigration in the 20th century. Documents of personal provenance (correspondence, speeches, memoirs of Elizabeth Miller, G. L. Lozinsky’s sister) enable to reconstruct Lozinsky’s biography, to identify some features and clarify the main characteristics of the documents. The fond consists of five boxes. The first two comprise of documents connected with G. L. Lozinsky’s teaching activity, his participation in the activities of the Pushkin Committee, the Society of Friends of the Russian Book, and the Scientific and Philosophical Society. Three contain his correspondence with colleagues and friends who lived both in emigration and in Soviet Russia. The documents of the fond provide information on other figures of emigration, events and problems that troubled the ?migr? community. Materials of the Russian high school in Paris include programs, lists of students, topics of essays, invitations to concerts and students’ self–made newspapers. The documents on the activity of G. Lozinsky in the Pushkin Committee showcase discussions on the preparation of the anniversary edition of A.S. Pushkin’s works and difficulties G. Lozinsky had to face as a member of the editorial board. The article underscores the importance of introducing new data into scientific use. The sources can be used not only to study an individual destiny in emigration, but also the history of everyday life, problems of adaptation in emigration, and history of the Russo–French relations. The overwhelming majority of Grigory Lozinsky’s documents has not yet been published, nor introduced into scientific use. At present, there are no plans to digitize the documents.

Destino dos Afetos no Rorschach de Mulheres Vítimas de Incesto

Resumo Este estudo tem como objetivo analisar o destino e a dinâmica dos afetos em mulheres adultas que sofreram incesto paterno na infância e adolescência. Apoiando-nos nos conceitos de afeto e trauma da psicanálise, levantamos a hipótese de que o incesto desorganiza as capacidades psíquicas das vítimas e suas vivências afetivas. Realizamos um estudo descritivo-exploratório de casos múltiplos com mulheres francesas utilizando entrevistas e o Método Projetivo de Rorschach (Escola de Paris). Essas mulheres apresentam um modo particular de expressar afetos, nem sempre sintônico com a representação devido à gravidade da clivagem. Assim, há uma distorção do afeto com perda da sua qualidade psíquica. Concluímos pela necessidade de acompanhamento terapêutico baseado nas capacidades de identificar, reconhecer e manejar os afetos.

Entretien avec Catherine Chabert : méthode transmission et formation. Plaidoyer pour une approche théorico-clinique

AimBased on an interview with Catherine Chabert, psychoanalyst and professor emerita of clinical psychology at Paris Descartes University, the aim is to explore the stakes involved in transmission both in universities and in schools of psychoanalysis. MethodInterview with Catherine Chabert. The questions concern her personal training; then the method accompanying teaching, research, and training in psychology; and finally the place of psychoanalysis and metapsychology in transmission. ResultsCatherine Chabert insists on the importance of reading the texts in depth, a method she was taught in her studies in philosophy and then applied to Freud's texts, as a training tool. She also discusses the importance, for students, of exploring psychic functioning from a clinical psychological perspective based on a particular method, such as metapsychology or projective tests according to the approach of the Paris school. DiscussionC. Chabert was trained in research by both D. Widlöcher and D. Anzieu, and completed a psychology thesis and then a doctorate under their direction. Clinical activity is also inseparable from transmission and training in the back-and-forth between practice and theory, in this case metapsychology. But psychoanalysis also has an important place in training and transmission. Even if psychoanalysis is not meant to be taught in a university setting, to take into account the transferential effects in training and in the will and desire to learn. ConclusionWhile psychoanalysis is currently under attack, the fight to keep it alive and to allow it to enrich the teaching of clinical psychology must continue.