Breathing Techniques in the Paris Singing Treatise (Méthode de Chant, Paris, 1803)

"This article tries to identify the breathing techniques proposed in the Paris Singing treatise, published in 1803. The method gives us the description of the respiratory movement practiced by singers before the institutionalization of knowledge according to scientific research. The aim of the French school was to produce a natural tone and to deliver beauty in the act of singing without physical limitations or excesses imposed on the body or voice. We found that the French school aims to respect the length of the sentences and this to the detriment of the quality of the sound emitted. Regarding the physiology of breathing, the method uses analogies with images that allow singers to imagine what is “hidden” in their body, and explain the functioning of different parts, according to the “tasks” assigned to them. The teachers of this method suggest to the practitioner not to think about breathing and uses the term natural breathing, as there is no difference between the breath needed to sing and the breath needed to speak. Their abstraction is that the performer does not think about breathing while speaking, so there is no need for a breathing-oriented thinking process even during singing. Keywords: French singing school, natural breathing. "

ASCETICISM POETRY BETWEEN IMAM SHAFI'I AND ABU AL-ATAHEYA A COMPARATIVE STUDY

The research aims to compare the two poets in terms of social, religious, cultural, economic, and psychological factors and then talk about the similar poetic contents of both poets within the framework of ascetic poetry. The researcher used the French school curriculum, in which the comparison is made between literature that is related to each other based on impact and influence. The most prominent result of the study was that Abu Al-Atheya was influenced by imam shafi'i in some aspects of his poem, but he invented and mastered it perfectly.

General Henning’s Yekaterinburg: An Attempt at Reading the “Urban Text”

The author of this article attempts a semiotic interpretation of the features of the architectural and planning system of early Yekaterinburg (1723–1734). The method is based on an improvisation on Michel de Certeau’s ideas about the city as a complex text, which results from the simultaneous and inconsistent creativity of its founders and administrators on the one hand and ordinary people on the other. Another source for the author’s improvisation is the ideas of some representatives of the French school of genetic criticism, more particularly, the concepts of avant-text and text. From these positions, the author considers the activity of V. I. Henning (Rus. transcription: Gennin), the founder and first head of Yekaterinburg and a general in Russian service. The main milestones of his career, the accumulation of experience as an engineer and administrator, and the formation of a worldview before his Ural period are evaluated as work on the avant-text, while Yekaterinburg becomes the actual text. The author proves that Yekaterinburg was created by Henning not just as a large mining and metallurgical enterprise. General Henning’s Yekaterinburg appears as a manifesto city, a material text that embodies the aesthetics of the Baroque and the postulates of cameralism in its layout and execution. The city became a symbol of Petrine empire building on the border with Russia’s Asian possessions.

Looking for a sociology worthy of its name: Claude Lefort and his conception of social division

The aim of this article is to question the nature of the socio-anthropological approach in Lefort’s thought. The author explores the complex relationship between Lefort and the Durkheimian French school of sociology in four stages: in the first, he shows Lefort as a sociologist ‘worthy of its name’ or, in other words, a sociologist interested in questioning the ‘institution of the social’. In the second, he focuses on the disturbing elements that Lefort introduces: the political and the division into the French sociological approach. In the third stage, he focuses his attention on the sociological approach in Lefort’s way of thinking about democratic society. Finally, he concludes by referring to Lefort’s apparent opposition between philosophy and social sciences – and the errors that this may have engendered – in order to demonstrate the continuity of Lefort’s sociological approach.

Primary school expectations: the invisible curriculum as a tool for understanding learning inequalities

This paper reports the results of a study aimed at understanding the processes governing the construction of educational inequalities in French classrooms, the French school system being particularly unequal. Traditional explanations have focused on the factors governing the production of inequalities but have not always shown how these factors translate into learning inequalities in class. Consistent with relational approaches, the study draws on ethnographic research conducted over an 18-month period in 6 socially contrasting Parisian schools. Both students from wealthy families considered to be ‘high-achieving’ and students from poor families viewed as being ‘low-achieving’ were observed over the course of full school days to understand the factors that lead them to develop different activities. The evidence suggests that children interpret teacher expectations very differently, although the same expectations were observed in all the classes observed during the study. These expectations point to an invisible curriculum operating alongside the formal curriculum and generally perceived only by high-achieving students, who are able to grasp and understand it through their prior socialization. A further characteristic of the invisible curriculum is that it is rarely made explicit by teachers. This finding highlights the need to further examine explicitation strategies in schools.

Eating Disorders and the Rorschach

In this article we review research on eating disorders with the Rorschach. In this field there are two main lines of research involving two specific methodologies: the Comprehensive System and the French school. We present the main results of the different studies separately and then comment on some similarities and differences in the findings. We find that the results of these studies are complementary on certain aspects of functioning found in anorexia nervosa as compared with other categories of eating disorders. Both sets of studies underline the self-centeredness of anorexic patients with their difficulty in communicating their feelings and thoughts. In both types of study, treatment is understood as relying on an integrative and multidisciplinary model that seeks to modify the eating behaviors and to improve ego functions in order to moderate the patient’s distress. In addition, both types of research show that secure attachment would be the first priority for the therapist in psychological treatment, which should increase the patient’s confidence in others. They also both stress the importance of the restoration of self-esteem and a sense of identity through the support offered by the relationship to the therapist.

Dchondroplasia

The issue of achondroplasia, raised over the last 20 years by Ch. arr. works of the French school is still far from being resolved. We do not yet have any satisfactory information either about the etiology or about the pathogenesis of this disease. Therefore, each studied case of the latter is noteworthy.