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The Case of the Puella Trans-Isalana Or the Kranenburg Girl (1717)
Marijke J. van der Wal Feral Children and the Origin of Language Debate: the Case of the Puella Trans-Isalana or the Kranenburg Girl (1717) La parole distingue I'homme entre les animaux: le langage distingue les nations entre elles; on ne connoit d'ol! est un homme qu'après qu'il a parlé. (J.J. Rousseau, Essai sur ['origine des [angues, ed. eh. Porset, Paris 1969: 26; p.1 of Essai) 1. Introduction When, at the beginning of the seventeenth century, the brilliant young scholar Hugo Grotius (1583-1645) presented his early linguistic ideas, he did not fail to give his view on the origin of language.l He maintained that both languages and nation states, the two bonds ofhuman society, were bom at the same time. Language was a human product, resulting from the need to have a language; the possibility of a divine gift is not even mentioned. Grotius was not the only one at the time who discussed the origin of language and his view on the mat• ter was not new. The view that language is a product of human ingenuity and related to the development of societies is found as early as in Plato' s Protago• ras. The origin of language debate, in which Grotius was involved, had been going on for centuries, and interest in the subject did not wane in the eight• eenth century. 1) These ideas are to be found in his Latin treatise Parallelon ReTUrn Publicarurn. Cf. Van der Wal (1997) and Van der Wal (fortheaming). G. HafJler, P. Sehmitter (Hrsg.): Spraehdiskussion und Besehreibung von Spraehen im 17. -
Les Enfants Sauvages Et La Question De La Nature Humaine
LES ENFANTS SAUVAGES ET LA QUESTION DE LA NATURE HUMAINE Josef Fulka Wild Children and the Question of Human Nature In the present text, the authors deals with the specific phenomenon of the so-called wild children, i. e. human beings deprived of contact with other members of the human species. We concentrate on a particular historical case – Victor of Aveyron, a wild child found in France in the end of the 18th century who has been submitted to remarkable pedagogical procedures conducted by J.-M. Itard. We attempt to highlight Itard’s philosophical background (Condillac, Locke) and to show how his philosophical conjectures might have influenced his practical pedagogical approach especially in the domain of language acquisition. Keywords: wild children, language acquisition, Enlightenment philosophy Pour commencer, il faut d’abord poser la question pourquoi.[1] Pourquoi s’intéresser aux enfants sauvages – c’est-à-dire aux enfants privés, pour une raison ou une autre, du contact avec d’autres êtres humains pendant une période prolongée – lorsqu’il s’agit de comprendre la nature humaine par rapport à l’animalité ? Qu’est-ce que les enfants sauvages peuvent nous dire sur la nature humaine en général et sur la relation entre l’homme et l’animal en particulier ? La question, en fait, est particulièrement épineuse : en général, on peut pourtant affirmer que le phénomène des enfants sauvages nous fournit un exemple négatif, nous permettant d’examiner certains processus – celui de l’acquisition du langage et du développement de certaines compétences cognitives, entre autres – sous des conditions pour ainsi dire « non-standard » ; bref, l’enfant sauvage représente un cas-limite capable de nous apprendre quelque chose sur la manière dont nous, les êtres « normaux », vivons, pensons, percevons ce qui nous entoure. -
An Investigation of Feral Children and Original Sin
Verbum Volume 8 Issue 1 Article 9 December 2010 An Investigation of Feral Children and Original Sin Christina Regelsberger St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/verbum Part of the Religion Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Regelsberger, Christina (2010) "An Investigation of Feral Children and Original Sin," Verbum: Vol. 8 : Iss. 1 , Article 9. Available at: https://fisherpub.sjfc.edu/verbum/vol8/iss1/9 This document is posted at https://fisherpub.sjfc.edu/verbum/vol8/iss1/9 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. An Investigation of Feral Children and Original Sin Abstract In lieu of an abstract, below is the essay's first paragraph. "The subject of feral children has often been explored from a variety of viewpoints and angles. Frequently, such topics as education, language acquisition, emotional stability, mental stability and behavioral patterns are reviewed. However, the motive of actions or the inherent tendency of feral children to behave one way or another is often overlooked. The question remains whether feral children (prior to their integration into society), are in possession of original sin. Many maintain that all humans are born with an inherent desire to do evil. However, is it the result of social stimulation or merely an innate propensity to sin? Before such a question can be answered, a short discourse on original sin is necessary. Thus, I intend to explore and discuss the theories of original sin presented by both St. -
Sociali Prima Che Umani
Dipartimento di Impresa e Management Cattedra di Metodologia delle Scienze Sociali SOCIALI PRIMA CHE UMANI Matricola 226031 Prof. Lorenzo Infantino Diletta Cardinali Pietracci Relatore Candidato Anno Accademico 2018/2019 2 INDICE INTRODUZIONE 7 1. L’ENFANT SAUVAGE 9 1.1 Il ritrovamento e i primi tutori 9 1.2 Il trasferimento a Parigi e l’incontro con Itard 18 1.3 La formazione 21 1.4 La Francia razionalista 25 1.5 Il retaggio culturale 30 2. “IL PASSATO CHE NON PASSA” 32 2.1 I motivi del fallimento 32 2.2 L’io e il suo cervello di Popper 33 2.3 L’ ordine presensoriale di Hayek 36 2.4 L’importanza delle radici 42 3. “L’UOMO, ANIMALE SOCIALE” 45 3.1 L’individualismo metodologico 45 3.2 Le critiche al contrattualismo e allo psicologismo 48 3.3 La cooperazione sociale 52 CONCLUSIONE 57 Bibliografia 63 Sitografia 66 3 4 Alla maestra Elena. E a tutti coloro che come lei mi hanno trasmesso con passione l’arte del saper vivere. 5 6 Introduzione Questo lavoro nasce con l’idea di studiare la natura dell’uomo, partendo dalla considerazione di Popper secondo il quale: “l’uomo o, meglio, il suo antenato fu sociale prima di essere umano […]”1. La motivazione iniziale che mi ha spinto ad approfondire questo tema è innanzitutto il rapporto affettivo con la vicenda del “Ragazzo Selvaggio”, narrata nel primo capitolo. L’omonimo film mi lega ad una figura di cui porto nel cuore il ricordo nonostante siano passati diversi anni e che è stata determinante per la mia crescita tanto che alcuni suoi insegnamenti non hanno mai lasciato la mia memoria. -
Director James Ivory to Present Truffaut's the Wild Child for 10Th
Director James Ivory to Present Truffaut’s The Wild Child for 10th Anniversary of Films on the Green NEW YORK, August 17, 2017— On September 7th, 2017, the free outdoor French film festival Films on the Green will screen François Truffaut’s 1970 drama The Wild Child (L’Enfant sauvage). The Wild Child was selected for the festival by guest curator James Ivory. The screening will take place at 7:30 PM at Columbia University at 116th Street, and is presented in partnership with the Columbia Maison Française. James Ivory will be present to introduce the film. In the film, a scantily clothed and dirty young boy is admitted to the National Institute for the Deaf and Dumb in Paris. Having been found in the forest, the child is unable to speak, communicate or function in society. His case is taken up by Doctor Itard, a lone physician who has unyielding dedication to re- integrating the lad into society. But the road to tame the beast is a rocky one. Starring Jean-Pierre Cargol and François Truffaut himself, the film is based on the true story of a feral child named Victor of Aveyron, found in the woods near Saint-Sernin-sur-Rance, France in 1800. In 1971, the film received awards from the National Board of Review, the National Society of Film Critics, and the French Syndicate of Cinema Critics. James Ivory on his selected film, The Wild Child: “This film is a favorite of mine, and its subject—the story of a wild child discovered in a forest, then coaxed out and ‘civilized’—is a favorite in many cultures. -
Contamination: 41St Annual Nineteenth-Century French Studies Colloquium
Contamination: 41st Annual Nineteenth-Century French Studies Colloquium Image: Louis Pasteur, by M. Renourad (L’Illustration, 1884) Princeton University November 5-7, 2015 NCFS 2015: Contamination Princeton University November 5-7, 2015 Thursday 5 November Session 1 – 12:00 pm - 1:45 pm Panel 1.A: Impurities of the Novel Chair: Gerald Prince, University of Pennsylvania “Space and Narration in Les Misérables” David F. Bell, Duke University The narrative logic of realist novels is causal, one event in a novel leads logically to another, and the deus ex machina is banished in favor of a logic of encounter and coincidence, organized around the structure of the biographies of individual novelistic characters evolving in a sort of “naturalized” space. Hugo’s Les Misérables is not always, perhaps not even principally, structured by this realist logic. It has been estimated, for example, that about twenty-five percent of the pages of the novel take the form of digressions, tied to narrative events in only loosely thematic ways, where Hugo discusses ideas and issues at a leisurely, didactic pace while the story in the narrative grinds to a screeching halt. It is almost as if the novel’s organization were a reactivation and exploitation of the classic rhetorical notion of the topos. As Frances Yates argued in The Art of Memory, the notion of topos, analyzed in Aristotle’s Rhetoric, came out of a tradition of architectural mnemonics, and this paper explores the role this architectural mnemonics plays in structuring Hugo’s novel. “Une forme d’hybridation romanesque chez Balzac : organique/inorganique” Francesco Spandri, University of Rome III Le problème des relations entre l’organique et l’inorganique se présente dans La Comédie humaine sous de multiples formes, et notamment à travers l’insertion dans le récit des interactions mutuelles entre le Minéral et le Vivant. -
The Critical Period Hypothesis
Announcements Psych 56L/ Ling 51: ! Acquisition of Language Review questions for biological bases of languages available ! Be working on HW1 (due 10/21/14) – remember that collaboration Lecture 4 is highly encouraged Biological Bases of Language Acquisition II Critical & sensitive periods The critical period hypothesis ! “critical period for language” = biologically determined period during which language acquisition must occur in order for language to be learned fully and correctly ! Other biologically determined deadlines: - imprinting: chicks & ducklings follow first thing they see forever (it’s likely their mommy) - visual cells in humans: if cells for both eyes don’t receive visual input during the first year or so of life, they lose the ability to respond to visual input Critical & sensitive periods Critical & sensitive periods “sensitive period”: biologically determined period during which learning How do we test for a critical/sensitive period for language acquisition? must occur for development to happen correctly, but development can still occur partially after this period Critical & sensitive periods Critical & sensitive periods How do we test for a critical/sensitive period for language acquisition? How do we test for a critical/sensitive period for language acquisition? ! ! (1) Ideal experiment: deprive children of all linguistic Some historical cases that have unintentionally input during the purported critical/sensitive period and see provided lack of linguistic input to children: how language development occurs. ! “wild -
Esse 2016 Book of Abstracts 1-19
ESSE 2016 BOOK OF ABSTRACTS 1 Summary of Contents CONTENT PAGE Seminar Abstracts 9 Roundtable Descriptions 377 Posters 383 Sub-plenary lectures 385 2 This document was published on Friday 12 August. If necessary, a further version will appear online on Friday 19 August. A Note on Presentation Seminar convenors made a variety choices about how to present their abstracts. Some chose to give a breakdown of the timing of individual seminars, others to give their seminar sessions specific names or subthemes, and so on. Some convenors included biographical information for speakers; others did not. Some listed papers in the order in which they will be presented; others did not, or were obliged to reorganise their seminars due to withdrawals. Rather than seeking to impose consistency – which would have required the removal of information from most seminar descriptions – the editors of this document have presented material largely as it was sent to the organisers. Some changes have been made to formatting for reasons of space; delegates’ email addresses have been removed; and we have sought to eliminate repetition of information that is available in the programme. It is also possible that some changes will inadvertently have been made in the transmission of an abstract from the speaker to the convenor to the conference organisers. The content is otherwise unaltered. 3 List of Seminars • S1 “Pragmatic strategies in non-native Englishes.” Co-convenors Lieven Buysse, KU Leuven University of Leuven, Belgium and Jesús Romero-Trillo, Universidad Autónoma -
Learning Disability and Inclusion Phobia
Downloaded by [New York University] at 04:41 12 August 2016 Learning Disability and Inclusion Phobia The social position of learning disabled people has shifted rapidly over the last twenty years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of ‘ordinary lives’ for individuals using person-centred support and personal budgets. These approaches pro- mise to replace a century and a half of ‘scientific’ pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered ‘learning disabled’ as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as ‘inclusion phobia’, in which the tendency of human societies to establish an ingroup and to assign outgroups reaches an extreme point. Thus the disability we call ‘intellectual’ is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author’s historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learn- Downloaded by [New York University] at 04:41 12 August 2016 ing disability. -
From Savage to Citizen: Education, Colonialism, and Idiocy
Murray K. Simpson From savage to citizen: Education, colonialism and idiocy1 Abstract In constructing a framework for the participation and inclusion in political life of subjects, the Enlightenment also produced a series of systematic exclusions for those who did not qualify: including ‘idiots’ and ‘primitive races’. ‘Idiocy’ emerged as part of wider strategies of governance in Europe and its colonies. This opened up the possibility for pedagogy to become a key technology for the transformation of the savage, uncivilised Other into the citizen. This paper explores the transformative role of pedagogy in relation to colonial discourse, the narrative of the wild boy of Aveyron – a feral child captured in France in 1800 – and the formation of a medico-pedagogical discourse on idiocy in the nineteenth century. In doing so, the paper shows how learning disability continues to be influenced by same emphasis on competence for citizenship, a legacy of the colonial attitude. 1 The final version of this paper was published in (2007) British Journal of Sociology of Education 28(5). From savage to citizen: Education, colonialism and idiocy Learning disability is a product of modern Western social governance. The tangle of relations of power and knowledge that constitute it trace back to the emergence of the normalising projects of Western governance. The ideas of citizenship and social being; the primacy of contract as the dominant form of social relationship; and the conquest of the natural world, including its ‘rude’ peoples, have all contributed to this emergence. Invariably this has resulted in social exclusion linked to the matter of their putative social competence (Jenkins 1998) and consequently to techniques of pedagogy and perceptions of capacity for learning (Simpson 1999; Trent 1994). -
Titel Heredity
MAX-PLANCK-INSTITUT FÜR WISSENSCHAFTSGESCHICHTE Max Planck Institute for the History of Science 2003 PREPRINT 247 Conference A Cultural History of Heredity II: 18th and 19th Centuries Table of Contents Introduction Hans-Jörg Rheinberger & Staffan Müller-Wille 3 Heredity old and new; French physicians and l’hérédité naturelle in early 19th century. Carlos López-Beltrán 7 The Sheep Breeders’ View of Heredity (1723-1843) Roger J. Wood 21 Characters written with invisible ink. Elements of Hybridism 1751-1875 Staffan Müller-Wille 47 Comments on the papers given by Roger Wood and Staffan Müller-Wille Raphael Falk 61 Acquired character: the (pre-genetic) material of the ‘self-made man’ Paul White 67 Kant on Heredity and Adaptation Peter McLaughlin 83 Inheritance of Acquired Characters in Lamarck’s and Geoffroy Saint Hilaire’s Zoology Wolfgang Lefèvre 93 Erasmus Darwin on Hereditary Disease: Conceptualizing Heredity in Enlightenment English Medical Writings Philip K. Wilson 109 Pathological Heredity as a Bid for Greater Recognition of Medical Authority in France, 1800-1830 Laure Cartron 123 Poor Old Ancestors: The Popularity of Medical Hereditarianism, 1770-1870 John C. Waller 131 Comments on the papers given by Phillip Wilson, John C. Waller, and Laure Cartron Gianna Pomata 145 Heredity, Milieu and Sin: the works of Bénédict Augustin Morel (1809-1873) Jean-Christophe Coffin 153 George Combe’s law of hereditary descent John van Wyhe 165 Majorat: Literature and the Law of Succession in the 19th Century Ulrike Vedder 175 “Victor, l’enfant de la forêt” – Experiments on the Heredity of Human Nature in Savage Children Nicolas Pethes 187 Program 211 Introduction The contributions to this volume were prepared for the second of a series of workshops dedicated to the cultural history of heredity. -
Dickens's Wild Child: Nurture and Discipline After Peter the Wild Boy
Dickens's Wild Child: Nurture and Discipline after Peter the Wild Boy Rae X. Yan Dickens Studies Annual: Essays on Victorian Fiction, Volume 48, 2017, pp. 45-58 (Article) Published by Penn State University Press For additional information about this article https://muse.jhu.edu/article/707286 [ This content has been declared free to read by the pubisher during the COVID-19 pandemic. ] Dickens’s Wild Child: Nurture and Discipline after Peter the Wild Boy Rae X. Yan This essay argues that Charles Dickens models Oliver Twist after popular wild child figures of the late eighteenth and early nineteenth centuries, such as Peter the Wild Boy and Victor of Aveyron. My analysis of the scientific accounts of wild children written by physicians John Arbuthnot and Jean Marc Gaspard Itard illuminates the significance of wild children within Victorian popular culture. Nineteenth-century accounts about wild children were laden with anxieties surrounding the effectiveness of disciplinary sys- tems. Wild child caretakers felt the need to civilize and train their charges, but the public records of their work suggest that their positivistic notions of such discipline were fraught with self-doubt. Exploring Dickens’s portrayal of the “wild child” articulates his own ambivalence toward the development of his “wild child”-like protagonists. In The Mystery of Edwin Drood (1870), John Jasper and the stonemason Durdles find themselves harassed by the figure of a small, wild boy who follows them through the crypts. Exasperated by the boy’s barrage of stones and taunts, Jasper asks, “Do you know this thing, this child?” (73). Durdles replies with the boy’s name, “Deputy,” but he also clarifies that the child is the “[o]wn brother, sir .