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The sentence "children have to be educated ..." seems all at once like a foregone conclusion, an injunction and an ideal. It seems obvious to adhere to what seems to be an anthropological invariant. However, this work proposes another perspective based on philosophical and historical studies of two major periods: a long nineteenth century tormented by the Revolution and emancipation, which gave birth to the central figure of the school, and a twentieth century moulded by extreme violence and concern about the human being. Focusing on theoretical and practical experiments that reveal the contradictions or flaws of educational apparatuses, this book engages in a critical philosophical approach on the "ideology of education" which has commanded, for two or three centuries at least, our ways of learning, of socialising, of helping. La phrase "il faut éduquer les enfants ..." sonne simultanément comme une évidence, une injonction et un idéal. Il semble évident d'adhérer à ce qui semble même un invariant anthropologique. Le présent ouvrage propose pourtant une autre perspective grâce à des études philosophiques et historiques s'appuyant sur deux grandes périodes : un long XIXe siècle tourmenté par la révolution et l'émancipation, qui génère la figure centrale de l'école, et un XXe siècle travaillé par l'extrême violence et l'inquiétude sur l'humain. Portant sur des expérimentations théoriques et pratiques, révélant les contradictions ou les failles des appareils éducatifs, l'ouvrage engage une démarche philosophique critique sur "l'idéologie de l'éducation" qui commande, depuis deux ou trois siècles au moins, nos façons d'apprendre, de socialiser, d'aider à grandir et de former les petits d'humains dans des institutions déterminées (la famille et l'école avant tout) et suivant des représentations et des catégories précises (la catégorie d'enfance, en premier lieu). C'est cette "idéologie de l'éducation" qu'il s'agit ici d'étudier, de problématiser et d'interroger.
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The essay discusses Magris' idea of literature through his theoretical interventions. In particular, it addresses the crucial issue in the writer's work, concerning the complex relationship between political commitment and artistic activity. The result is a surprising reflection on the ideological function of literary texts and on the tasks of the writer in the contemporary world.
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Between the 18th and 19th centuries adventurism became a staple part of the bourgeois ideology of material acquisition. The paper focuses on Gerasim Zelić's Žitije, signalling how it is filled with descriptions of the struggle to reach an important social position and obtain material gain. Nevertheless, Zelić cannot be compared with contemporary adventurers, as he combines the aspiration of the Enlightenment with a strong faith in the concept of predestination, on one side, and the struggle to obtain personal gain with a strong commitment towards the common good, on the other.
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Leading scholars discuss ideology and hotly contested post-structuralist theory.
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Philosophy. --- Ideology.
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