4° History Chp 7A
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
37Th Annual Nineteenth-Century French Studies Colloquium University of Pennsylvania and Villanova University 27-29 October 2011, Philadelphia, PA
Law & Order / La loi & l’ordre: 37th Annual Nineteenth-Century French Studies Colloquium University of Pennsylvania and Villanova University 27-29 October 2011, Philadelphia, PA ABSTRACTS Helen Abbott, Bangor University Bending the laws of poetry in Baudelaire, Banville and Mallarmé This paper sets out to analyse how poets in the mid-to-late nineteenth century in France distort, manipulate or completely abolish accepted rules of poetry. It will focus on contemporary poetic treatises in conjunction with what poets say about their poetry. Banville’s own treatise will form a pivotal text in my analysis, but I will start with a close-reading of Baudelaire’s octosyllabic sonnet, ‘Épigraphe pour un Livre condamné’, published in 1861, in the wake of his 1857 trial for Les Fleurs du Mal. As a text which signals how Baudelaire bends the laws of poetry, he also outlines how he expects his readers to be capable of grasping the clever subtlety that his manipulations entail. What critical and poetic texts of this era reveal, then, is that prescriptive legislation surrounding poetic endeavours is not done away with altogether, but the emphasis shifts so that a new aesthetic criteria, the art of listening to poetry, takes centre stage in the debate over poetic validity and status. Like Baudelaire, Mallarmé is uneasy about explaining poetic techniques to the public, but when he does so, he uses legislative vocabulary, as his pivotal ‘Crise de vers’ text demonstrates. The influence of Banville’s prosodic theories on Mallarmé is made clear by his recognition that Banville provides an ideal example of how the alexandrine line can open itself up to greater flexibility, whilst not yet requiring a total dissolution of prosodic rules. -
An Ethnographic Reflection on Muslim-Christian Dialogue in The
Islam and Christian–Muslim Relations, Vol. 13, No. 1, 2002 An Ethnographic Re ection on Muslim–Christian Dialogue in the North of France: the context of laõ¨cite´1 MALCOLM D. BROWN ABSTRACT This article argues that la¨õ cite´ is one of the most important issues facing Muslims in France, and French society as a whole. It contains an analysis of the historical meaning of la¨õ cite´, its relationship with secularization and secularity and the effect it has had on Muslims in contemporary France. Although la¨õ cite´ and some of its interpretations have been causes of tense relations between Muslims in France and the rest of French society, the alliances and divisions which have emerged have not always been along confessional lines. As well as Muslims having a diversity of attitudes towards la¨õ cite´, members of other religions are faced with similar challenges. Openness and dialogue between Muslims and Christians in France appear to have increased in recent years, perhaps beyond other countries in Europe, and this article hypothesizes that this is due to the common challenge of la¨õ cite´. More precisely, dialogue in France is practical, formal and bilateral, in contrast to the United Kingdom, for example, where it is theoretical, informal and multilateral. These hypotheses are supported by establish- ing the social signi cance of Muslim–Christian dialogue, and by citing published experiences and analyses of Muslim–Christian dialogue, qualitative research which I undertook in the Lille area and comparative ethnography (the point of comparison being the United Kingdom, the ethnography concentrated in Glasgow). -
Language Planning and Textbooks in French Primary Education During the Third Republic
Rewriting the Nation: Language Planning and Textbooks in French Primary Education During the Third Republic By Celine L Maillard A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Douglas P Collins, Chair Maya A Smith Susan Gaylard Ana Fernandez Dobao Program Authorized to Offer Degree: Department of French and Italian Studies College of Arts and Sciences ©Copyright 2019 Céline L Maillard University of Washington Abstract Rewriting the Nation: Language Planning and Textbooks in French Primary Education During the Third Republic Celine L Maillard Chair of the Supervisory Committee: Douglas P Collins Department of French and Italian Studies This research investigates the rewriting of the nation in France during the Third Republic and the role played by primary schools in the process of identity formation. Le Tour de la France par deux enfants, a textbook written in 1877 by Augustine Fouillée, is our entry point to illustrate the strategies used in manufacturing French identity. We also analyze other texts: political speeches from the revolutionary era and from the Third Republic, as well as testimonies from both students and teachers written during the twentieth century. Bringing together close readings and research from various fields – history, linguistics, sociology, and philosophy – we use an interdisciplinary approach to shed light on language and national identity formation. Our findings underscore the connections between French primary education and national identity. Our analysis also contends that national identity in France during the Third Republic was an artificial construction and demonstrates how otherness was put in the service of populism. -
Is Laïcité the Civil Religion of France? Blandine Chelini-Pont Presented at Brigham Young Univerity, March 2009
Is laïcité the civil religion of France? Blandine Chelini-Pont Presented at Brigham Young Univerity, March 2009 We would like to describe the ―civil religion‖ of France in the same manner that Robert Bellah examined the phenomenon in his article ―Civil Religion in America‖ (published in Daedalus, 1967, re-published in 2005.) First, let us define our conception of ―civil religion.‖ Civil Religion would be a combination of collective rituals that reveal a devotion to the unity of a nation and a national mythology made up of a diffusion of beliefs and representations that constitute the dominant mental attitudes of a society. It has its own unique history, its own mythical or providential origins and allows the population of a country to identify itself as such. It gives a national group the feeling of belonging, attachment and a common sense of pride.1 From this definition, Robert Bellah considers civil religion a real religion, which he calls a ―national faith.‖ The French intellectual Régis Debray believes that there is something more primitive and invincible, a state of very elaborate feelings of belonging, above that of civil religion. He claims that it exists in all human communities, large or small, and he calls it ―the sacred‖ [le sacré]. The sacred ―allows a group of individuals to live as a whole.‖ Debray defines this sacred as the indispensable ―imaginary coagulant‖ in every social order. Commenting on his latest book, Le moment fraternité (Gallimard, 2009), he explains his idea that all human communities, atheist or not, have acts of sacrilege that are punishable by law. -
Birkbeck Institutional Research Online
CORE Metadata, citation and similar papers at core.ac.uk Provided by Birkbeck Institutional Research Online Birkbeck ePrints BIROn - Birkbeck Institutional Research Online Enabling open access to Birkbeck’s published research output Regional Republicans: the Alsatian socialists and the politics of primary schooling in Alsace, 1918-1939 Journal Article http://eprints.bbk.ac.uk/3588 Version: Published (Refereed) Citation: Carrol, A. (2011) Regional Republicans: the Alsatian socialists and the politics of primary schooling in Alsace, 1918-1939 – French Historical Studies 34(2), pp.299- 325 © 2011 Duke University Press Publisher version ______________________________________________________________ All articles available through Birkbeck ePrints are protected by intellectual property law, including copyright law. Any use made of the contents should comply with the relevant law. ______________________________________________________________ Deposit Guide Contact: [email protected] Regional Republicans: The Alsatian Socialists and the Politics of Primary Schooling in Alsace, 1918–1939 Alison Carrol Abstract This article deals with political discussions about the place of language and religion in interwar Alsatian primary schools viewed through the lens of the local Socialist Party (SFIO). After Alsace’s return to France in 1918, primary schools exemplified the problematic process of reintegrating the province, and parties from across the political spectrum discussed the appropriate language of instruction and whether Alsatian school- children should receive religious education. For the Alsatian Socialists, the answer lay in the broad reform needed to ease reintegration and was motivated by their self- proclaimed republicanism. Thus the party argued for secu- larity, which would place the province on the same terrain as all other parts of France, and for bilingualism, which would allow the retention of Alsatian regional cultures. -
Education Policy in France
Education Policy In France Barney likens insufferably? Herbert crates wooingly if incomparable Bill outbalanced or misjoins. Unwieldy and hunched Dillon never embowelling his alliance! So on the teacher training, and in france offers help bring equity and paternity leave Primary teachers in paris, but is flawed; the exercise of trade and public policies that almost impossible for implementation, policy in education france similar, reports or because the. Instead leggings or username incorrect email newsletters delivered through your own populations in some requiring uniforms include european health. Converging Regional Education Policy in France and Germany Authors Dupuy Claire Free Preview Enlarges the million of regional policymaking studies by. In teaching assistant is not reported as paris as a centralized nature education? It is a secondary, on news everywhere, ngo representatives every field placements in northern ireland, especially regarding sexual expression activities. Simultaneously the recent initial preparation is journalism for teachers in eooles maternelles and in elementary schools, and ask separate source of specialized inspectors has been done early with. At helping France reach across gender equality in higher education. Yet, the introduction of gear separate entry path to Sciences Po for pupils at ZEP high schools represents the conscious recognition of the limits of the Republican myth. V4-france-r2 Johns Hopkins Institute for Education Policy. The number and to students from a compulsory school. The French system in stride its gloire The Good Schools Guide. How they have polo shirts, restore confidence in leaders believed that are generally, contacts are different colours per week would be enforced in. Plowden report, being thorough exercise of primary education in England which had a memory impact. -
Atheism and the Principle of Laïcité in France. a Shifting Process of Mutual Adaptation *
Francesco Alicino (Full Professor in Public Law and Religion at the University LUM Jean Monnet, Casamassima, Bari, Italy) Atheism and the Principle of Laïcité in France. A Shifting Process of Mutual Adaptation * SUMMARY: 1. Introduction - 2. The Vertical and Horizontal Influences - 3. Atheism, laïcité and Church - 4. Atheism, laïcité and Islam - 5. Today’s Popular Sources of Atheism - 6. Conclusion. 1 - Introduction The legal issues of atheism in France might be accurately understood by considering the weigh of history on the French constitutional system. This is a system that has been constantly subject to the tension between the present and the past. More specifically, it seems to have been wrapped in its religious past yet proud of its commitment to anticlericalism and religious scepticism, whose content is being reinterpreted in the light of the challenges we face in today’s rapidly evolving world. And, in this sense, it has made an important contribution to promotion of the so-called laïcité de combat (militant secularism)1, which is not totally immune from some incongruities; such as those produced by the relation between constitutional objectives and actual policies2. During its history, and especially after the Great Revolution, the French legal system has indeed fluctuated within two opposing sides. Even today, although it supports a strict separation between State and religions, France observes several Catholic feasts as national holidays, which is an examples of the fact that in France the past appears to be in constant * Article peer evaluated. An abridged version of this paper was discussed during the international Conference on “Non-Believers’ Europe: Model of Secularism, Individual Statues, Collective Rights” - which was held at the European Parliament and the Leopold Hotel in Brussels (22-23 March 2018) - and it is due to be published in the relative proceedings. -
The Alfred Dreyfus Affair
Video The Beginning 1859: Alfred Dreyfus is born in Alsace, a region in eastern France. 1871: France loses Alsace to the German Empire. 1892: Alfred Dreyfus completes his military training and becomes an officer in the French Army. 1894: September: The French military discovers that military secrets are being sent to the Germans. (One list, called the bordereau, is intercepted.) October: Dreyfus is secretly accused of stealing military secrets. He is arrested and imprisoned. December: Dreyfus is tried and sentenced to life imprisonment on Devil’s Island. 1895: Dreyfus is publicly shamed and stripped of his military rank. He is sent to Devil’s Island in April 1895. The Facts Revealed 1896: Lieutenant Colonel Georges Picquart realizes Major Esterhazy is a German spy and the author of the bordereau. 1897: Vice President of the French Senate Auguste Scheurer- Kestner attempts to reopen the Dreyfus investigation due to new evidence that he is innocent. 1898: January: Esterhazy is found innocent by the military. Emile Zola writes “J’Accuse” a newspaper article in which he accuses the French military of a conspiracy against Dreyfus. August/September: Esterhazy appears before a military inquiry and gives details of his spying activity. He then flees to England. Dreyfus Returns 1899: August/September: Dreyfus is brought back to France and receives a second trial. It causes an international sensation. Dreyfus is again found guilty under “extenuating circumstances” and sentenced to 10 years in prison. Dreyfus supporters face angry mobs and protestors. The country is divided between those who support the military and those who support Dreyfus. -
IS LAÏCIT ´E the CIVIL RELIGION of FRANCE? According to Robert
\\jciprod01\productn\J\JLE\41-4\JLE402.txt unknown Seq: 1 14-MAR-11 11:25 IS LAICIT¨ E´ THE CIVIL RELIGION OF FRANCE? BLANDINE CHELINI-PONT* According to Robert Bellah, in his article, “Civil Religion in America,” civil religion is a combination of collective rituals that reveal a devotion to the unity of a nation and a national mythology made up of a diffusion of beliefs and representations that consti- tute the dominant mental attitudes of a society.1 Civil religion has its own unique history and its own mythical or providential origins. It allows the population of a country to identify itself as such. It gives a national group the feeling of belonging, attachment, and a common sense of pride.2 From this definition, Bellah considers civil religion a real religion, which he calls a “national faith.”3 The famous French intellectual Regis´ Debray believes that there is something more primitive and invincible beyond this faith, a state of very elaborate feelings of belonging that he calls le sacre´, “the sacred.”4 According to Debray, the sacred “allows a group of * Assistant Professor in Contemporary History, Universite´ Paul Cezanne´ of Aix-en- Provence, France. Ph.D. 1994, Institut d’Etudes´ Politiques de Paris. She works on the contemporary changes of the French la¨ıcite´ concept and national mythologies and their connection with constitutional foundations. See, e.g., JEREMY GUNN & BLANDINE CHELINI- PONT, DIEU EN FRANCE ET AUX ETATS-UNIS: QUAND LES MYTHES FONT LA LOI (2005). She is also responsible for the Law and Religion Program of the Faculty of Law and Political Science of University Paul Cezanne´ and edits an annual review, Annuaire Droit et Religion. -
J'accuse Essay
50 Excellent Extended Essays The Role of Émile Zola’s “J’accuse” in The Dreyfus Affair Role of Emile Zola's "J'acc use" in The Dreyfus Affair Word Count: 3,999 © International Baccalaureate Organization 2008 1 50 Excellent Extended Essays The Role of Émile Zola’s “J’accuse” in The Dreyfus Affair Abstract. ................. ........ ...... ........ .. ........................................ .. ..... 0 Introduction ..... ..... .. ................... ... ..... .. .. ...... .......... .... .. ... ... ............ ... I - 2 Body/Development. ...... .... .. ... .... .. ..................... ........... ........ ..... ......... 3 -11 Conclusion .......................... .. .... ... .......... .. ... ... ................................. 12 - 13 Reference ...... ....... ............. .. ....... .. ........ .... .... ........... .... ... ..... ... .. .. .. ... 14-15 2 © International Baccalaureate Organization 2008 50 Excellent Extended Essays The Role of Émile Zola’s “J’accuse” in The Dreyfus Affair The Dreyfus Affair is the story of Captain Alfred Dreyfus , a young Jewish officer in the French army, wrongly convicted of treason. Dreyfus became a polarizing symbol , mobilizing all of France in a battle between the Dreyfusards and anti-Dreyfusards ; forces that represented defense of the ideals of the Republic versus a blind loyalty towards the honor of the army and state. In this study , I focus on the role of "J'accuse" in The Dreyfus Affair and especially in the acquittal of Dreyfus. I provide some socio -political context from which The -
Nineteenth Century
1804 Napoleon crowns himself Emperor. 1838 Le Bon Marché, the first department store in Paris, opens. Department stores originated in Britain, arguably as early as 1734. With economies of scale, new 1815 Napoleon abdicates. The Bourbon monarchy is restored patterns of production and consumption emerge. ILLUSTRATED TIMELINE under the reign of Louis XVIII. The Catholic Church in TH France regains some of its power and influence. Lenoir 1841 France passes its first child labor laws, setting the minimum age for employment at THE LONG 19 CENTURY returns much of the “national” collection to the Catholic eight years and prohibiting children under twelve from working more than eight Church and other private owners. hours per day. Children were also prohibited from working at night, on Sundays, or The collection at the Snite Museum is especially strong in French art of the nineteenth legal holidays. In the 1840s, French factories employed about 150,000 children or July Revolution and Monarchy. Louis-Philippe becomes century, compelling us to focus on historical events in that country in order to provide some 1830 about twelve percent of the workforce. Bouguereau’s Portrait of a Young Girl reveals the “citizen-king” with plans to convert the Palace of an emerging sympathy for children of the working classes. context for the art on view here. In addition to political and military events, several social Versailles into a public museum dedicated to the history themes are highlighted, including the relationship of the Catholic Church to the French of France. 1842 Father Sorin, a priest of the Congregation of Holy Cross, and his colleagues take state; the educational system in a democracy; and economic issues, such as labor, commerce, possession of 524 acres in Indiana given to them by the Bishop of Vincennes. -
The Common Base of Knowledge and Skills the Common Base of Knowledge and Skills
A founding text for all parents The common base to know of knowledge July 2006. For the first time in the history of French schools, the Common Base has beeen defined as the body of knowledge and skills which our system is committed to imparting children and skills in the course of compulsory education. " The text states the terms of the pact between the school system and the nation ", writes Gilles de Robien in his foreword. " Along its lines, the system pledges to educate children and provide them with a living knowledge, granting them access to the major legacies of the past whilst opening them up to the reality of their time, thus preparing them to achieve fulfilling lives. [...] The publication of the Common Base is therefore and skills The common base of knowledge a founding act for our educational system, a milestone of matchless significance in the history of our schools since the Jules Ferry laws were passed. " -:HSMCOA=UWZ^X\: The common base of knowledge and skills The common base of knowledge and skills « All that must be mastered at the end of compulsory education » Decree dated 11 July 2006 © CNDP, 2006 SCÉRÉN/CNDP – Téléport 1@4 - BP 80158 86961 Futuroscope cedex ISBN CDPN : 978-2-240-02593-7 Dépôt légal : mars 2007 TABLE OF CONTENTS 7 Foreword: A Base for All 23 Mastering the French language 27 Speaking a modern foreign language 29 Basic knowledge in mathematics and scientific and technological culture 35 Mastering common information and communication technologies 36 Humanist culture 39 Social and civic skills 43 Autonomy and initiative 49 Decree dated 11 July 2006 on the common base of knowledge and skills, which modifies the Education Code FOREWORD A BASE FOR ALL Gilles de Robien Minister of National Education, Higher Education and Research A REFOUNDING ACT July 11, 2006 will remain one of the major dates for the National Education system.