Docteur Honoris Causa

Louvain-La-Neuve

 

Séance académique


  • Jeudi 30 avril 2015 à 17h30, auditoire Socrate 10, place Cardinal Mercier 10, Louvain-la-Neuve 

 

Le professeur Vincent Blondel, recteur de l’Université catholique de Louvain,
le professeur Bernard Dubuisson, vice-recteur du Secteur des sciences humaines,
le professeur Mariane Frenay, doyenne de la Faculté de psychologie et des sciences de l’éducation,
le professeur Olivier Corneille, président de l’Institut de recherche en sciences psychologiques,

ont l’honneur de vous inviter à la cérémonie de remise des insignes de Docteur honoris causa aux professeurs

 

William Hirst, New School for Social Research, New York City
Présentation du professeur William Hirst, par le professeur Olivier Luminet

Michael McCullough, University of Miami
Présentation du professeur Michael McCullough, par le professeur Vassilis Saroglou

Marc Durand, Université de Genève
Présentation du professeur Marc Durand, par le professeur Françoise de Viron

 

>Introduction : Olivier Corneille, Président de l’institut (PDF)

 

Conférences


 

  • Jeudi 30 avril à 13h30, auditoire Socrate 11, place Cardinal Mercier 10, Louvain-la-Neuve

Social aspects of forgetting

Professeur William Hirst, New School for Social Research, New York City

One can characterize the content of an act of remembering not only in terms of what is mentioned, but also of what goes unmentioned, whether unmentioned by choice or because the information is no longer readily accessible.  That is, in many cases, remembering can also conversely be considered an act of forgetting.  In this talk, I will explore the social aspects of forgetting.  Remembering often involves acts of communicating, be it one person talking to another in a conversation, a television reporter updating viewers about unfolding news events, or a professor lecturing students.  Usually selective, communicative remembering will reinforce the mentioned memories, but the “silences” in the remembering can also induce forgetting.  Such remembering-induced forgetting holds both for the communicator and the recipient of the communication.  When do communicative acts of remembering induce forgetting?  How do the social relationships between communicator and recipient and the goals of the communication affect when remembering-induced forgetting occurs?  And, because the effect holds for all parties of the communication, when do these memory effects lead to the formation of a collective memory?  The possibility that seeming flaws of memory, as forgetting often is believed to be, can promote the formation of collective memories suggests that forgetting may have adaptive value, in that it may facilitate human sociality.

>The presentation (PDF)

  • Jeudi 30 avril à 14h30, auditoire Socrate 11, place Cardinal Mercier 10, Louvain-la-Neuve

 

Cognitive Systems for Revenge and Forgiveness

Professeur Michael McCullough, University of Miami

Exploitation is a fact of life for social organisms. Because of its pervasiveness in social life, natural selection gives rise to deterrence mechanisms (e.g., thorns, toxins, defensive weaponry) designed to alter potential exploiters’ estimates of the net benefits to come from exploitation. In this talk, I situate humans’ propensities to seek revenge among other naturally selected deterrence mechanisms. Revenge-based deterrence, however, can create additional costs, including costs associated with lost access to valuable relationship partners. Consequently, natural selection gives rise to subsidiary mechanisms designed to inhibit revenge-based deterrence and signal a willingness to re-establish positive relations. I conceptualize these subsidiary systems as reconciliation (or forgiveness) systems. I will discuss research in which we have sought to specify the selection pressures that revenge and forgiveness evolved to address, and sought to describe the computations that underlie these systems.

>The presentation (PDF)
 

  • Jeudi 30 avril à 16h00, auditoire Socrate 11, place Cardinal Mercier 10, Louvain-la-Neuve

Une perspective centrée sur l’analyse de l’activité en éducation des adultes

Professeur Marc Durand  Université de Genève

La formation des adultes est une composante majeure de l’éducation au 21ème siècle, et fait aujourd’hui l’objet de recherches soutenues. Mes propres travaux ont pour objet l’activité humaine, abordée selon les postulats d’enaction, de sémiose et de conscience pré-réflexive. Quelques résultats saillants de ces recherches illustrent leur contribution à a) une connaissance précise des pratiques sociales de travail, de loisir, familiales, sportives, artistiques…, et du renouvellement de ce qu’elles demandent aux acteurs qui s’y engagent, et b) l’énonciation de principes de conception d’environnements éducatifs prometteurs d’innovations et de transformations majorantes de l’activité des hommes, en lien avec ces nouvelles demandes sociales. Les résultats de ces recherches constituent des arguments pour une conception développementale de l’éducation des adultes, et soulignent la nécessité d’aller vers la définition moderne et consensuelle d’un idéal de l’homme éduqué du 21ème siècle.

>The presentation (PDF)

 

Séminaires, réservés aux membres IPSY et PSP


   

  • Mercredi 29 avril de 14h à 16h, local : salle du conseil A224

Thanks to Darwin: Gratitude and the Evolution of Friendship in Biological Markets. Michael E. McCullough, University of Miami - USA

Emotion theorists have speculated about the functions of gratitude for two millennia, but little definitive scientific progress could be made before the advent of two powerful tools for thinking: Darwin's theory of natural selection and the computational theory of mind. In this talk, I review a dozen empirical facts for which a tenable theory of gratitude must account, and then describe a theory that meets this challenge. Our explanation for gratitude commits to a function: Gratitude's function is to motivate behaviors that induce seemingly profitable relationship partners to include the grateful individual within their circles of most favored cooperation partners. Put plainly, gratitude motivates humans to be a friend in order to make a friend. In this talk I will present results from some experiments in which novel predictions based on this hypothesis were tested.

Invitant : Vassilis Saroglou, Centre de psychologie de la religion

>The presentation (PDF)

 

   

  • Mercredi 29 avril à 17h Montesquieu 1

Cultures d’action, transformation de l’activité et éducation des adultes. Professeur Marc Durand, Université de Genève
Informations

Invitante : Françoise de Viron

 

 

  • Jeudi 30 avril à 10h30, local : Socrate 24

Intergenerational Transmission of Memory: Case Studies Across the World. William Hirst, New School for Social Research - USA

As the refrain “never forget” insists, the intergenerational transmission of memories is a moral imperative, the basis for communal legacy, and a daunting challenge. The way transmission, reception, and consequences of intergenerational memories unfolds depends on a host of factors, including (1) the nature of the memory, (2) the psychological dynamics of members of each generation, (3) societal factors, such as the presence or absence of cultural artifacts, and (4) the cultural factors. The present talk explores each of these issues in a wide variety of cultural contexts. It will particularly focus on the intersection of personal memories and historical memories of WWII, the Argentine Military Junta of 1967, and the attack of September 11, 2001.

Invitant : Olivier Luminet, Personality, Emotion, Cognition and Health Lab ; Cognition, Health, Emotion and Social Studies Lab 

>The presentation (PDF)