Problèmes de Conflits de Lois en Matière de Filiation, Jacques Foyer Jacques Foyer, Professor at the University of Paris II, notes in introduction of his course that it can be enlightening to compare the different modern methods of solution of the conflict of laws regarding filiation. The study of the different systems shows that there exist at least three methods to contradict the classic choice-of-law rule. The course is structured around the analysis of these three methods. Firstly, it is the criticism of the rigid character and the unpredictability of the traditional rule that triggers the temptation of a manipulation of the choice of law rule. The author then points out that one could question its abstract and arbitrary character, which leads on the one hand to an attempt to hierarchization, and on the other hand, to a diversification of the choice-of-law rules. Lastly, it is the principle of the foreign law's purpose to govern legal relationships in the same way as the lex fori that is questioned, which leads to its partial elimination to the profit of a more or less systematic application of the territorial law or of the one of the court hearing the action. General Course on Private International Law, Friedrich K. Juenger According to Friedrich Juenger, Professor at the University of California in Davis, the outstanding characteristic of the conflict of laws is the lack of consensus on the discipline's goals and methods. He proposes to put the accent in his course on the events for which public international law must find a solution in order to avoid the constant danger that threatens the discipline: that is, to become a simple academic game. Three examples of reported cases and the kinds of issues they raise are given in the Introduction. Professor Juenger next gives a detailed historical overview of the conflict of laws, from Antiquity to Mancini. In addition, the author presents the emergence of new orthodoxies, or rather proposes to re-examine the traditional doctrines, and points out the advantages of a teleological approach. That allows him to revisit the three cases mentioned in the Introduction. Les Bases éthiques pour le Droit et la Société Perspectives de la Commission indépendante sur les questions humanitaires internationales, Sadruddin Aga Khan Conference of July 30, 1985 Sadruddin Aga Khan, President of the Independent Commission on International Humanitarian Issues, recalls in his course on the ethical bases of law and society that the role of the commission he presides is to remind us of the basic elements of a code of ethics which has the same spiritual significance as that found in all major religions. Lawyers as well as scientists, adds the author, must mobilize their immense resources, bearing in mind that the rule of law should never disregard moral appreciation.

Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Arguing tirelessly for change, more than any other British sociologist it is Bernstein who presents to us education as a social right and not as a privilege. It is this objective today that makes his work so important. Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection represents an open dialogue with Bernstein’s work using a forward-looking and dynamic approach. Originally published in French with the explicit aim of locating Basil Bernstein’s theories alongside those of Pierre Bourdieu, one of the most important European sociologists, the French editors draw together a collection that offers a diverse background and perspective on Bernstein’s work and thought. Revised to include a new preface, a new introduction and revisited papers, the English edition will be a relevant resource for anyone interested in Bernstein, his reception and importance, as well as individuals working in the sociology of education, theory of education and education policy.

For two centuries, the school system has been a central point around which other players have gravitated: local authorities, voluntary organizations and the world of work. Over the course of the 20th century, this school centric configuration underwent a transformation, with local authorities tending to become integrated into the vertical culture of the school system. This was only the beginning of a process that brought schools and socio cultural players into constant contact. Cultural, Training and Educational Spaces first examines the relationships with knowledge generated by the links between the school system and other cultural, training and educational spaces, taking a historical, pedagogical and philosophical perspective. Easy access to learning materials creates different relationships with knowledge than those observed in schools. The book then looks at the pedagogical practices in these different cultural educational spaces, such as libraries and media libraries, museums and historical sites, places of heritage, history and entertainment, social networks and other multimedia formats.

Whether childcare is seen as part of society's educational policy, welfare policy, or employment policy affects not only its form and content but also its public image. The contributors in this volume use current polices for the care of infants and preschool children to analyze debates and track the emergence of new state welfare practices across a variety of social and political configurations-and offer some conclusions about which methods work the best.

Early childhood education has reached a level of unprecedented national and international focus. Parents, policy makers, and politicians have opinions as well as new questions about what, how, when, and where young children should learn. Teachers and program administrators now find curriculum discussions linked to dramatic new understandings about children's early learning and brain development. Early childhood education is also a major topic of concern internationally, as social policy analysts point to its role in a nation's future economic outlook. As a groundbreaking contribution to its field, this four-volume handbook discusses key historical and contemporary issues, research, theoretical perspectives, national policies, and practices.