In: Kentron, 2018, vol. 34, p. 51-60
The words for play and toy are largely derived from pais, the word for child, particularly the verbs paizô and paideuô. This derivation proves that children are meant to be taught. Other words, more etymologically obscure, designate play and fun: some are formed around the verb athurô, while other are derived from hepsiaomai. The three word families have ancient forms dating from the time of...
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In: Théâtre et scènes politiques. Histoire du spectacle en Suisse et en France aux XIXe et XXe siècles, 2014, p. 137-156
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In: Frontiers in Cultural Psychology, 2011, vol. 2, p. 95
Adults from Eastern (e.g., China) and Western (e.g., USA) cultural groups display pronounced differences in a range of visual processing tasks. For example, the eye movement strategies used for information extraction during a variety of face processing tasks (e.g., identification and facial expressions of emotion categorization) differs across cultural groups. Currently, many of the...
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In: La partition des cultures. Droits culturels et droits de l'Homme, 2008, p. 349-370
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In: Hermès, 2004, vol. 40, no. 3, p. 39-43
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In: Hermès, 2008, no. 51, p. 64
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In: Journal of Vision, 2010, vol. 10, no. 6, p. 21
Culture shapes how people gather information from the visual world. We recently showed that Western observers focus on the eyes region during face recognition, whereas Eastern observers fixate predominantly the center of faces, suggesting a more effective use of extrafoveal information for Easterners compared to Westerners. However, the cultural variation in eye movements during scene...
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In: Raisons éducatives, 2000, no. 3, p. 67-84
Dans cet article, l'auteure se propose d'interroger l'articulation entre, d'une part, la communication interculturelle telle qu'elle s'est développée aux États-Unis au sein des sciences de la communication et, d'autre part, la psychologie francophone des contacts de cultures, une de ces "approches interculturelles" qui sont en Europe très souvent liées aux sciences de l'éducation.
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In: Revue Dialogo Educacional, 2010, vol. 10, no. 30, p. 391-408
A importância de se considerar a dimensão cultural da educação é reconhecida cada vez mais não somente pelos investigadores e trabalhares da educação, mas também pelos responsáveis dos sistemas educativos. No entanto, nem sempre se sabe o que isso abrange precisamente. Este artigo procura refletir sobre as diferentes facetas da dimensão cultural da educação, bem como a respeito...
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In: European Journal of Teacher Education, 2016, vol. 39, no. 3, p. 388-400
Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring –...
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