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Prominent observers complain that public discourse in America is shallow and unedifying -- This debased conditions often attributed to, among other things, the resurgence of religion in public life. Steven D. Smith argues that this diagnosis has the matter backwards: it is not primarily religion but rather the strictures of secular rationalism that have drained our modern discourse of force and authenticity. Thus Rawlsian "public reason" filters appeals to religion or "other comprehensive doctrines" out of public deliberation. But these restrictions have the effect of excluding our deepest normative commitments, virtually assuring that the discourse will be shallow. Furthermore, because we cannot defend our normative positions without resorting to convictions that secular discourse deems inadmissible, we are frequently forced to smuggle in those convictions under the guise of benign notions such as freedom and equality. Smith suggests that this sort of smuggling is pervasive in modern secular discourse. He shows this by considering a series of controversial, contemporary issues, including the Supreme Court's assisted-suicide decisions, the "harm principle," separation of church and state, and freedom of conscience. He concludes by suggesting that it is possible and desirable to free public discourse of the constraints associated with secularism and "public reason."

Secularism. --- Church and state. --- Discussion --- Secularism

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In liberal democracies committed to tolerating diversity as well as disagreement, the loss of civility in the public sphere seems critical. But is civility really a virtue, or a demand for conformity that silences dissent? Teresa Bejan looks at early modern debates about religious toleration for answers about what a civil society should look like.

Courtesy --- Toleration --- Discussion --- Freedom of speech. --- Forums (Discussion and debate) --- Political aspects. --- History.

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Inquiry-based learning. --- Interaction analysis in education. --- Discussion.

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If you have ever been apprehensive about initiating classroom discussion, fearing silences, the domination of a couple of speakers, superficial contributions, or off-topic remarks, this book provides strategies for creating a positive learning experience.

Discussion --- Inquiry-based learning. --- Group work in education. --- Forums (Discussion and debate) --- Classroom management. --- Study and teaching.

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Le genre du forum, à travers ses formes primitives que sont les listes et groupes de discussions électroniques, structure la réinvention d’une communication savante dans l’univers technique des réseaux numériques. En retour, les discussions en forum révèlent les logiques sociales des pratiques du savoir de la fin du deuxième millénaire. Réinvestissant le long héritage de l’échange savant depuis le projet moderne des Lumières, ces outils de communication manifestent une réflexivité explicite entre technè et épistémè. Instruments de la science en train d’être discutée, ils témoignent d’un contexte où l’ingénierie des sciences et les technologies intellectuelles deviennent des valeurs centrales dans une économie de la connaissance. Ils offrent ainsi un éclairage anthropologique, sociologique, politique, voire géopolitique sur la manière dont le champ scientifique envisage et structure sa communication informelle et publique, témoignant de son rapport à la société, à l’intérieur, aux marges et à l’extérieur de l’espace du professionnel savant. Ce faisant, le forum est autant une forme du savoir réticulaire – qui prend la forme logicielle et sociale d’un réseau – qu’un lieu de savoir qui sédimente et identifie des objets et pratiques du savoir en environnement numérique.

Humanities, Multidisciplinary --- Library, Information & Communication sciences --- Internet --- web --- Forum internet --- savoir --- Liste de discussion --- discussion list --- Forum --- knowledge