Historicity, Historiography, and Hope

Historicity is a key epistemological component of the definition of “science” proposed by authors such as Gaston Bachelard, Georges Canguilhem and Michel Foucault, and partially accepted by the Brazilian Collective Health builders. What we call the “historicity awareness” of Collective Health is the field’s recognition that there is no knowledge of health without history and that its history interferes with its results, with the conceptualization of its objects, its cognitive and technological practices, and the feasibility of its promises of enhancing the quality of life towards an equal society. This helps explain why Humanities in general and History, in particular, are ubiquitous to Health Education, where they are known as Health and Medical Humanities or, as is more usual in Brazil, Human and Social Sciences in Health. They helped to imagine an equitable health care system of which the concrete manifestation, however imperfect, is the Brazilian Unified National Health System, the SUS. Health Humanities, Medical Humanities, and History of Science and Technology are all interdisciplinary fields that challenge historiography and theory of history to look beyond the borders of our normative understanding of the historian’s professional identity – which legitimacy is achieved through specific academic training – to properly evaluate the multiple expressions of society’s relationships and engagements with history and time.

Digital Youth and Their Acquisition of Values When Using the Internet

The ability to respond to complex demands in a hypermediated society such as the current one, in young people who navigate the digital world, demands a combination of practical skills, knowledge, values, and social components mobilized together to influence the ways of communicating, acquiring values, and training. Taking this context into account, the following research aims to discover if there is a relationship between the use of the Internet and the social values perceived by university students highlighting the variables of gender, age, and academic year. Regarding the methodology, the type of study is non-experimental with a correlational design, with a sample of 305 university students from the faculties of human and social sciences, as well as education in the Spanish and Chilean context. To collect data on the variable presence of social values, the “Social Values Questionnaire” was developed, and to collect data on variable Internet use, the “Internet Use Questionnaire” was constructed, considering reliability criteria. The results revealed that most university students that use the Internet can identify social values and use them when they communicate with classmates, friends, and family, although with certain differences when looking at the variables analyzed. In conclusion, it is important to promote the ethical and responsible use of the Internet and social networks among young university students because it promotes the development of personal skills and social values.

Legal Uses of Anthropology in France in the Nineteenth and Twentieth Centuries

This chapter sheds light on the long-standing history of the relationship between law and the human and social sciences in nineteenth- and twentieth-century France. This story has often been reduced to its most recent and academic development, that is, legal anthropology. However, focusing on this strictly contemporary, academic definition of anthropology risks overlooking the many and varied ways of thinking that, over the past two centuries and more, have shaped the relationship between law and the study of humanity. The authors suggest that such an approach obscures the depth and the variety of forms that this relationship took over time. This chapter documents the various ways that legal scholars in France—over the course of two centuries marked by the rise of codification and legal positivism—drew upon history, philology, ethnology, physical anthropology, and sociology, all in the pursuit of a more profound understanding of homo juridicus.

Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.

Joint Use of e.Photoexpression© and Photonarration: What Methodological Added Value?

Objectives: The objective is to describe the informative value and the added value of a qualitative multiphase methodology in order to investigate the conceptions of children aged 6–11 on the determinants of health and cancer.Method: This article provides an analysis of the “Determ'Ados” research protocol, a qualitative study in human and social sciences, carried out with children aged 6–11 years. This protocol, organized in three phases, addresses in the first global health with the tool “e.Photoexpression©,” in the second questions and knowledge around the topic of cancer with the tool “QC” and in the third cancer again with the “Photonarration” tool. The methodology of this innovative, open and exploratory research protocol aims to collect data relating to the experiences, declared practices and knowledge specific to each child who express themselves through photography and storytelling.Results: The analysis of the Déterm'Ados methodology reveals a density and richness of results among all the children interviewed, even among the youngest: 1,498 productions (4 productions per child) were made by 381 children resulting in a wealth of data available thanks to the multiphase protocol. This massive qualitative survey brings complementarity as the collection phases progress and guarantees continuity in the discourse of each child which allows them to deepen their conceptions and to know how they create or not meaning between the determinants of health and cancer.Perspectives: The density and quality of the proposals collected from the children reinforce the validity and rigor of the Determ'Ados methodology. Multiphase is the innovative aspect of the tools used. The e.Photoexpression© and the Photonarration are complementary and inseparable to bring out concepts on health and cancer. These research results, transferable into interventions and current practices, present prevention officers to act more effectively, closer to the conceptions and needs of children.

Azanian Political Thought and the Undoing of South African Knowledges

This article sets out a few key questions, themes, and problems animating an Azanian social and political philosophy, with specific reference to the radical promise of undoing South African disciplinary knowledges. The article is made up of two parts: The first part discusses the epistemic and political forces arrayed against black radical thought in South Africa and beyond. A few current trends of anti-black thinking – liberal racism, Left Eurocentrism, and postcolonial post-racialism – which pose challenges for the legibility of Azanian critique are outlined. Part two constructs an exposition and synthesis of key tenets of Azanian thinking elaborated upon under three signs: ‘South Africa’, ‘race and racism’, and ‘Africa’. The aim of the discussion is to illustrate the critical, emancipatory potential of Azanian thought and its radical incommensurability with dominant strands of scholarship in the human and social sciences today. The article ultimately defends the reassertion of black radical thought in the South African academy today and underscores in particular the abolitionist drive of Azanian political thought.

French female youth and sports inspectors and the challenge of neoliberalism during the Trente Glorieuses

In a society where the politics of life is geared toward maximizing the physical and psychological dimensions of human capital to ensure economic growth, France’s Inspectorate for Youth and Sports played a key role in disseminating a new mode of governance of bodies and youth—a form of self-governance based on the rising neoliberal values that emerged during the period of the Trente Glorieuses. Representing a tiny minority in an essentially male bastion, a small number of women, cherry-picked for their expertise and effectiveness as inspectors, came to play a vital role in a new mode of youth governance aimed, against a backdrop of social control, at encouraging young people to assume greater self-responsibility and to take ownership of their physical education and activities. Guided by research in the human and social sciences as a basis for rethinking how physical education is taught in schools, women may be seen as key contributors to the emergence of a new ethos designed to develop the ability of French youth to adapt to the social and economic transformation of capitalist society by appealing to the psyche (superego) and self-regulation. Despite promoting a “differentialist feminism”.

SOCIETAL AND EXISTENTIAL ISSUES OF AGEING IN CONTEMPORARY FRENCH SOCIETY

This article aims to present an overview of the issues surrounding ageing in contemporary French society. Firstly, it sets out the issues that are at the heart of public policy and that constitute the major current orientations of old age policies. Secondly, it discusses other societal issues that are not considered by public policies. In the third part, it adopts a micro-sociological point of view to look at the existential issues of ageing for people who are getting on in years. Finally, the conclusion provides an opportunity to discuss a fourth issue, which concerns the structuring of research in the Human and Social Sciences on ageing.

Reading the world through the educational curriculum: The Social Sciences curriculum in Brazil in the context of the rise of conservatism

In Brazil, the growing political polarization that culminated in the election of Jair Bolsonaro in 2018 consolidated a shift in educational policy that had already been pointed out in previous years, as demonstrated by the Nonpartisan school movement performance. In this article, we analyze the curriculum of human and social sciences in secondary education in Brazil from the Brazilian Learning Standards, and how that document reflects the rise of these conservative movements. On the one hand, it was observed that important categories for the social sciences, such as gender, were removed, thus removing the centrality of categories such as racism and social inequalities; on the other hand, there is a strong dispute over the meanings of other concepts, such as human rights. Both actions converge to fine-tune the human and social sciences curriculum with the guidelines of conservative movements in the educational field.