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223.7 --- Wijsheid. Wijsheid van Jesus Sirach (Ecclesiasticus) --- Bible. --- Ben Sira (Book of the Apocrypha) --- Book of Ben Sira (Book of the Apocrypha) --- Book of Sirach (Book of the Apocrypha) --- Ecclesiasticus (Book of the Apocrypha) --- Ḥokhmat Shimʻon ben Sira (Book of the Apocrypha) --- Ḥokhmat Yehoshuʻa ben Sira (Book of the Apocrypha) --- Jesus Sirach (Book of the Apocrypha) --- Sefer Ben Sira (Book of the Apocrypha) --- Sefer Ḥokhmat Yehoshuʻa ben Sira (Book of the Apocrypha) --- Sirach (Book of the Apocrypha) --- Sirachbuch (Book of the Apocrypha) --- Wisdom of Ben Sira (Book of the Apocrypha) --- Wisdom of Jesus the Son of Sirach (Book of the Apocrypha) --- Wisdom of Sirach (Book of the Apocrypha) --- Words of Simeon ben Jeshua (Book of the Apocrypha) --- Criticism, interpretation, etc. --- Versions. --- Conferences - Meetings

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Tout le monde veut aujourd’hui « combattre l’échec scolaire », « aider les élèves à surmonter leurs difficultés d’apprentissage », « lutter contre toutes les formes d’exclusion »… Mais beaucoup s’arrêtent à des analyses générales, psychologiques, sociologiques ou institutionnelles. Or, cela ne permet guère d’appréhender la réalité singulière de chaque sujet si l’on souhaite l’accompagner dans une démarche, toujours difficile, de réconciliation avec soi-même, avec les autres, avec la culture et avec le monde. L'auteur propose dans ce livre une pédagogie de la médiation qui permette aux enfants et adolescents en «rupture de connaissances», voire en «rupture d’identité», de se réintroduire progressivement, pas à pas, dans « le monde commun ». Car, c’est bien de cela qu’il s’agit : être attentif à ce qui mobilise, chez un sujet, ses capacités d’intérêt et d’investissement pour le savoir. Provoquer et convoquer ce qui, chez lui, favorise une reconfiguration positive du moi. L’aider à se reconnaître suffisamment estimable pour renoncer à son statut d’exception dans lequel il s’enferre souvent. L’acclimater à la culture pour qu’il trouve dans le comprendre les moyens de grandir… Pour cela, il faut un éducateur qui se fasse constructeur patient et inventif de « ponts de sens », un enseignant soucieux de permettre à chacun de prendre sa place, et qui soit formé à une « clinique des apprentissages » nullement incompatible – bien au contraire – avec sa mission de transmission. Dans ce livre, l’auteur associe analyses de cas, évocation des contes de Grimm, données de la recherche, modélisations et propositions pour les praticiens. Contre tous les fatalismes, il plaide pour une pédagogie qui permette de passer du « non-apprendre » à « l’en-vie d’École »… une École pour la vie.

School failure --- Learning, Psychology of --- Educational psychology --- Academic achievement --- Echec scolaire --- Psychologie de l'apprentissage --- Psychopédagogie --- Succès scolaire --- Psychopédagogie --- Succès scolaire --- Educational psychology.

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This volume consists of an edition, a translation and a commentary of the most important fragments of 4QInstruction. Initially it deals with the linguistic characteristics of the scroll highlighting the links between 4QInstruction and Ben Sira, and also with the Community Rule and the Hodayot. It then investigates the Sapiential fragments dealing with poverty, husband-wife and parent-child relationships. Finally it examines the eschatological fragments. The work seeks to improve the edition and understanding of this fundamental text enhancing our knowledge of the history and development of thinking at Qumran. Moreover, it examines links which 4QInstruction establishes between purely Sapiential discourse and descriptions of eschatological judgement. This study substantially illuminates our understanding of the Wisdom movement in the early intertestamental period.

Wisdom --- Judaism --- 229*317 --- 229*317 Qumran en het Oude Testament --- Qumran en het Oude Testament --- Jewish theology --- Theology, Jewish --- Experience --- Intellect --- Learning and scholarship --- Reason --- Religious aspects --- Judaism. --- Doctrines. --- 4QInstruction. --- Sapiential work A --- Musar le-mevin --- Instruction (Dead Sea scroll) --- Mûsār le̳Mēvîn --- Dead Sea scrolls. --- 1Q/4QInstruction --- Sagesse --- Judaïsme --- Aspect religieux --- Christianisme --- Histoire des doctrines --- Doctrines --- Religious aspects&delete&

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Music --- Congo --- Musical instruments --- -Instruments, Musical --- Organology (Music) --- Instrumental music --- History and criticism --- Congo (Democratic Republic) --- Stringed instruments --- Musical instruments - Congo (Democratic Republic) --- Musical instruments - Zaire --- Etnomusicologie --- Volksmuziek --- Iconografie --- Instrumentenleer --- Strijkers --- Afrika --- Zaïre --- -Musique africaine --- Instruments de musique --- Zaire --- Musique africaine --- -Musical instruments

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“In this insightful and highly readable book, Jean-Sébastien Guy takes us on an intellectual tour de force that makes us see the social world in a different light. A fresh perspective and an essential contribution to the current discussions of social systems and relational sociology.” —Jan A. Fuhse, Heisenberg Fellow at the Institute of Social Sciences, Humboldt University of Berlin, Germany “In this original and provocative book, Jean-Sebastien Guy convincingly shows how the problem of structure and agency that has preoccupied sociologists throughout the history of their discipline amounts to an optical illusion. Employing the concepts of the metric and the nonmetric and using a variety of readily accessible examples, the author proposes an entirely different social theoretical lens that is perceptive to the internal variety of social reality.” —Olli Pyyhtinen, Professor of Sociology at the University of Tampere, Finland This book offers a solution for the problem of structure and agency in sociological theory by developing a new pair of fundamental concepts: metric and nonmetric. Nonmetric forms, arising in a crowd made out of innumerable individuals, correspond to social groups that divide the many individuals in the crowd into insiders and outsiders. Metric forms correspond to congested zones like traffic jams on a highway: individuals are constantly entering and leaving these zones so that they continue to exist, even though the individuals passing through them change. Building from these concepts, we can understand “agency” as a requirement for group identity and group membership, thus associating it with nonmetric forms, and “structure” as a building-up effect following the accumulation of metric forms. This reveals the contradiction between structure and agency to be a case of forced perspective, leaving us victim to an optical illusion.

Social groups. --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Social sciences-Philosophy. --- Historical sociology. --- Ontology. --- Sociological Theory. --- Social Theory. --- Historical Sociology. --- Being --- Philosophy --- Metaphysics --- Necessity (Philosophy) --- Substance (Philosophy) --- Anthropology --- History --- Sociology --- Sociology. --- Social sciences—Philosophy. --- Social theory --- Social sciences