Pour une théorie périphérique et/ou amoureuse : lectures d’Agamben, Derrida, Rancière

For a Peripheral Theory in Love: Reading Agamben, Derrida, Rancière. The introduction of Giorgio Agamben’s book entitled Stanzas, Word and Phantasm in Western Culture is about the relationship of philosophy and poetry to knowledge in Western culture. The stanza is “the essential nucleus” of Tuscan poetry in the thirteenth century. It is actually an invention of Tuscan poets who call stanzas the parts that compose every canzone. Stanza is a word for chamber in Tuscan dialect as well as in Italian. Agamben points out that what makes possible its poetical existence is the fact that a stanza is a topos outopos, a topos which contains its own negation: it is the reality of unreality. Agamben’s thesis is that Western culture has forgotten the unitary status the Western word had until the thirteenth century. The thirteenth century could still conceive poetic activity as a philosophical one and then Western culture has known a separation between two poles that define knowledge and word. This paper aims to investigate the relationship between knowledge and words in Derrida, Rancière and Agamben.

The Explanation of the Origination of the Universe and the Explanation of the Quantum Mystery

The consciousness has energy which constructs the originating element of the matter universe, the consciousness superpose in billions of the years and the energy superpose in the same time, the energy transmit in the conscious wave and strike the originating element, different consciousnesses have different energies and emit different conscious waves to strike originating element and form different particles, the matter universe begin and develop. For the quantum fields without observation, the superposition status of the electron or photon is the result of superposition status of consciousness, it likes we can imagine a ball both in New York and in London, because the consciousness is the origination of the basic element, the quantum field shows superposition status too. The object we can see in usual life collapses to a unitary status because the superposed consciousness has enough energy and emits conscious wave to strike the basic element to demonstrate a unitary status for human’s life, the collapse is the chosen and creation of consciousness by strike of conscious wave.

Proposal for superscript diacritics for prenasalization, preglottalization and preaspiration

The IPA currently does not specify how to represent prenasalization, preglottalization or preaspiration. We first review some current transcription practices, and phonetic and phonological literature bearing on the unitary status of prenasalized, preglottalized and preaspirated segments. We then propose that the IPA adopt superscript diacritics placed before a base symbol for these three phenomena. We also suggest how the current IPA Diacritics chart can be modified to allow these diacritics to be fit within the chart.

Transition Leadership in a Shifting Policy Environment

While transformational leadership has received much attention in recent years, the purpose of this article is to explicate the concept of transition leadership and its centrality to understanding policy implementation and school change through a case study of one district and its school principals, transitioning from court-ordered desegregation to unitary status. The article begins with a discussion of the concept of transition leadership and then examines school principals’ transitional leadership, that is, the process of helping to guide an organization’s response to a very significant change in citywide policy. Data reported in this article are based on a series of open-ended, in-depth interviews with a sample of the district’s elementary and middle school principals. Analyses suggest that transition leadership entails an unmaking of past policy while simultaneously remaking new policies and a heavy reliance on establishing a social fabric and sense of community. The conclusion calls for added attention to the balancing of continuity and change that may be necessary to the leadership of a policy transition.

The Future of Desegregation and Choice

Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.