Enseigner les langues-cultures à l’ère de la complexité / Teaching Language and Culture in an Era of Complexity
Approches interdisciplinaires pour un monde en reliance / Interdisciplinary Approaches for an Interrelated World
Edited By Joëlle Aden, Trevor Grimshaw and Hermine Penz
Foreword Claire Kramsch 11
11 Foreword Claire KRAMSCH UC Berkeley (USA) It has been said that switching languages is like opening a door onto other worlds – new ways of speaking –, thinking, and relating to things, people, events. When I switch to French, I find new ways of cutting up reality; I let myself be carried by the French words and their historic resonances. So it is with the notion of la reliance, a term that I now wonder how I ever lived without and that is so much prettier than ab- stract entities like ‘relationality.’ First coined by the Belgian sociologist Marcel Bolle De Bal in 1996 within a freemasonic worldview, social reliance was meant to denote rupture from social isolation and was synonymous with appartenance, i.e., belonging, affiliation. Extended since then to capture the general act of creating links, it has come to mean a principle of life ifself – the creation, recreation of webs of relations between people, objects and even with the self – an act that includes both thought and action (Maffesoli, 1996; Bolle De Bal, 2003; Morin, 2005). In that sense reliance is related to the Bakhtinian notion of dialogism (Holquist, 1996) with which it shares a desire to go beyond the Cartesian dualities of mind and nature and to engage the body, the emotions, and the imagination in a joint human enterprise. Reliance also shares with dialogism a profoundly ecological sense of ethical responsi- bility and agency. The timeliness of the notion of reliance has been attributed to the growing...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.