Hannah Arendt ‘Il dominio totale si raggiunge quando la persona umana è sottoposta alla disintegrazione dalla sua personalità juridica.’
In « The Origins of Totalitarianism », Hannah Arendt writes that the “the first step on the road to total domination is to kill the juridical person in man“.The assertion describes an eternal and absolute truth to be found in contemporary, complex and globalized legal systems. Everything began, however, at the beginning of Modern Age, and yet immemorial, on the misty Olympus of rights. Indeed, in the realm of the subjective rights, many of them urged to belong to the upper caste, that of the fundamental rights, and among which, some claimed, due to a kind of natural precedence, to be entitled to the leading position, whether that it was hierarchical or simply logical. The elite believes to be constituted of the non-derogable or inalienable rights listed in the European Convention on Human Rights or the International Covenant on Civil and Political Rights.
Autism, language, communication, picture, remediation.
The communication conveys a message that passes through language. This does not mean that it cannot pass through other codes. Therefore, it would be unwise to say that people who do not share with us the commonly accepted codes do not communicate. This is the case with persons with autism who are not in the same relationship to the world as we are. Their language can be developed only from meaningful elements and solidified by pictures/words that will anchor them in the social contract. We will discuss here creating a transverse space from the codes developed by these children and the reception we are trying to develop, giving rise to a linguistic creation in order to optimize communication.
The reception of a piece of art as an object of exchange and mediation requires several ‘go-between’ in a context of language and culture learning. In this article, we would like to highlight the teacher’s mediation as well as the learner’s one and examine the emergence of verbal and body language in academic multicultural courses of French as a foreign language, in which visual and choreographic works of art are introduced. We will show, through the thorough analysis of a few examples, to which extent the teacher, by stimulating multimodal experiences of mediation for the learner, fosters the construction of interactional and intercultural competences.
From 1940 to 1943, she participated in the organization of the Italian Resistance in France and worked alongside Emilio Lussu in hiding, in Paris at first, and then, among others, in Marseille where he is responsible for organizing the illegal exit of the wanted persons. She makes false papers for GL members.
LE COMITÉ CONTRE LA TORTURE PUBLIE UNE NOUVELLE OBSERVATION GÉNÉRALE SUR LE NON-REFOULEMENT
COMMITTEE AGAINST TORTURE ISSUES NEW GENERAL COMMENT ON NON-REFOULEMENT (scroll down for the English version)
Un mercenario è “un soldato disposto a vendere le sue abilità militari al miglior offerente, indipendentemente dalla causa”. / Un mercenaire est « un soldat voulant vendre ses compétences militaires au plus offrant, et pour qui la cause importe peu ». / A mercenary is ‘a soldier willing to sell his military skills to the highest bidder, no matter what the cause’. Continue reading