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Croire ensemble. Analyse institutionnelle du paysage religieux en Suisse

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ISBN: 9782883510609 Year: DOI: 10.26530/OAPEN_578290 Language: French
Publisher: Seismo Grant: Swiss National Science Foundation (SNSF) - OAPEN-CH - 163525
Subject: Sociology
Added to DOAB on : 2017-02-27 11:01:12
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The study presented in this book for the first time in Switzerland offers a broad empirical and sociological perspective on local religious organizations. From this perspective, religion appears first, as already observed by Weber and Durkheim, through communities regardless of their various profiles. In Switzerland, 5,734 parishes and religious groups have been identified by a national census in 2008. The book underlines the institutional salience of historical churches (Reformed and Roman Catholic) but also the emerging religious plurality, particularly in urban areas. This study sheds a new light upon the effects of secularization (lower limbs and practice) and pluralisation (diversification of religious denominations and traditions) in the organizational field. The analysis of differences and similarities between religious traditions shows a social positioning of the local groups according to the statutes acquired in history. The classical theories − e.g. about the relationship between social status of members and membership groups, types of religious authorities or differences between Church and Sect − are revisited, clarified or reformulated based on an original and representative quantitative data of the Swiss religious field.

La part sensible de l’acte

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Book Series: Le social dans la cité ISBN: 9782882240996 Year: Pages: 304 DOI: 10.26530/OAPEN_578318 Language: French
Publisher: Editions IES Grant: Swiss National Science Foundation (SNSF) - OAPEN-CH - 163638
Subject: Social and Public Welfare
Added to DOAB on : 2015-10-29 11:01:13
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Social educators are involved daily in situations where institutional, profesional and personal elements are intermingled. To understand what is at stake in accompanying young people placed in a shelter, Joëlle Libois explores three profesional situations in order to reach the heart of the activity, enriching them by theoretical contributions (based mainly on Piette, Vygotski, Clot, Mendel). She particularly seeks to maintain coherence between the epistemology of the clinical approach to activity and the methodological building of her approach, and thus grasp the key dimensions of the acting. La part sensible de l’acte focuses on the intention in the action and questions it in the light of the epistemological framing of the analysis of activity, which insists on a dimension that is contextualised and situated in the acting. The activity is understood as an interaction between a manageable part of oneself and of the forces involved that proceed from the resistance opposed by the reality (Clot, 1999), which integrates what the will of the subject cannot grasp. 
This allows to identify the standardized character of every practice and to insist on the fact that the relational – the notion of presence in reference to the notion of presence-absence (Piette, 2009) and the ability to to let go – is not linked to spontaneous virtues but that it needs being thought over, questioned and practiced in the frame of institutional targets.
At last, notions of uncertainty and risk, characteristic to the acting, are opposed to the institutional expectations carried by the normative speeches aiming for social control and evaluation of the action.

Comprendre et apprendre dans l’interaction. Les séquences d’explication en classe de français langue seconde

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Book Series: Linguistic Insights ISBN: 9783034314510 Year: Pages: 292 DOI: 10.3726/978-3-0351-0641-1 Language: French
Publisher: Peter Lang International Academic Publishing Group Grant: Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung - 170336
Subject: Linguistics
Added to DOAB on : 2016-11-03 11:01:06
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This book is about the organization of explanation sequences in classes of French as a second language. It provides a description of how these sequences are organized, an inventory of resources mobilized by students to ask and give explanations, as well as a reflection on learning opportunities for students.

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