Papers by Pierre Moessinger
J'ai publié en 2000 aux PUF un livre intitulé Le jeu de l'identité, dans lequel je présentais l'i... more J'ai publié en 2000 aux PUF un livre intitulé Le jeu de l'identité, dans lequel je présentais l'identité comme un ensemble de processus psycho-sociologiques. Pendant les deux décennies suivantes, j'ai peu à peu amendé ce texte en l'articulant autour de l’opposition entre identité occidentale et identité traditionnelle. J'ai pris des exemples dans la vie courante, et j'ai cherché des métaphores et des analogies suggestives. Par exemple, j’ai abordé l’identité occidentale via la fable de La cigale et la fourmi, en mettant l’accent sur le romantisme de la cigale. Cette nouvelle version est plus globale que la précédente et renvoie mieux le lecteur occidental à la spécificité de son identité.
Pierre Moessinger revisite ici la principale raison d'être de la sociologie, à savoir la question... more Pierre Moessinger revisite ici la principale raison d'être de la sociologie, à savoir la question de l'émergence. Il montre comment et pourquoi la nouveauté qualitative -- ou structurelle -- d'un système social a été mal comprise, et pourquoi ce problème est au centre des grandes oppositions qui partagent la discipline depuis sa fondation. Il propose une révision de ses fondements en mettant l'accent sur les liens micro-macro et sur la distinction entre systèmes hiérarchiques et systèmes décentralisés.
Travaux de sciences sociales, 1996
Travaux de sciences sociales, 1996
ABSTRACT Pierre Moessinger met en scène des individus complexes, multiples, incohérents, impulsif... more ABSTRACT Pierre Moessinger met en scène des individus complexes, multiples, incohérents, impulsifs, complices de leurs renonciations, bref des individus constamment aux prises avec eux-mêmes. Contrairement aux agents désincarnés et déconnectés circulant dans l’univers abstrait de l’économie néo-classique, il met l’accent sur les déséquilibres interpersonnels, la confusion des esprits et la non-rationalité des individus. Se plaçant dans la perspective d’une sociologie explicative, l’auteur suggère que les faits sociaux, même les plus ordonnés, renvoient à des conduites individuelles désordonnées. Un tel argument se distingue de deux thèses célèbres: celle de Popper, selon laquelle l’irrationalité individuelle est incompatible avec l’ordre démocratique, et celle de Hayek, selon laquelle le libre jeu des irrationalités individuelles garantit l’ordre social. Cf. pmoessinger.wordpress.com
Travaux de sciences sociales, 1996
Travaux de sciences sociales, 1996
Chapitre du livre "Irrationalité individurelle et order social." Droz, 1996.
PsycCRITIQUES v. 34, n. 5 (May 1989) : 498-499, May 1, 1989
Human Development, 1981
ABSTRACT Presentation of Piaget's theory of reflecting abstraction, i.e., the back and fo... more ABSTRACT Presentation of Piaget's theory of reflecting abstraction, i.e., the back and forth between reality and conceptualization.
Canadian Journal of Behavioural Science, Apr 1, 1979
This paper examines a model of dyadic interpersonal equilibrium which is based on Piaget's work o... more This paper examines a model of dyadic interpersonal equilibrium which is based on Piaget's work on social equilibrium of interpersonal values. Piaget's conception rests basically on the idea of an interpersonal balance between the action of one individual and the satisfaction of the other individual. The aim pursued here is to reformulate and to reinterpret Piaget's interpersonal equilibrium, placing a special emphasis on the problem of interpersonal comparisons.
New Ideas in Psychology, Aug 1, 2000
The Journal of Psychology, Mar 1, 1977
Abstract This study concerns children's developing concept of what is involved in “waiting in lin... more Abstract This study concerns children's developing concept of what is involved in “waiting in line,” as at a ticket window. This semi-moral concept involves the idea that any person in the line has some sort of right not to have others sneak in front of him and some sort of obligation not to sneak in front of others. The results of the study (N = 50 boys and girls from the third and eighth grades in an urban American school) show that the younger Ss stuck to the rule “go to the end of the line” in every situation tested, whereas the older ones did not stick to this rule if they had left the line and wanted to come back.
Canadian Journal of Behavioural Science, Oct 1, 1981
Within the field of elementary social development, there is a beginning interest in the developme... more Within the field of elementary social development, there is a beginning interest in the development of the norm of majority decision (Durio, 1976; Rogers, 1976; Dennis, Note 1). This research shows that there is a cognitive prerequisite to the understanding of the idea of majority, as well as a necessary exposure to democratic models. Moessinger (Note 2), for example, has shown that 90% of 8to 10-year-old Genevese recognize that the majority decision is an unfair way to deal with the minority. It is not known, however, whether children make a distinction, in the case of repeated decisions, between static majorities, i.e., majorities always composed of the same individuals, and shifting majorities, i.e., those majorities which consist of different individuals each time. Clearly, adults are more likely to consider the majority rule as fair if the majority is shifting than if the same individuals always make up the majority. It is hypothesized here that (1) between 8 and 13 years of age children come to discriminate between static and shifting majorities, and (2) once they make this distinction, they are more apt to accept the majority rule in the case of shifting majorities than in the case of fixed majorities. METHOD Subjects The subjects were 28 8-year-olds and 28 13-year-olds drawn from 2 public schools in Geneva. Procedure Children were tested individually in a single 15-minute session. The experimenter presented 10 toy children explaining: "These children are all in the same class at school. Every Monday (or any other day) they have to decide about their weekly excursion and have two possibilities, the lake or the mountain. Since there is only one bus they have to go all together for the same excursion." On the left of the child there was a drawing of a lake, on the right a drawing of a mountain. The experiment was divided into two parts. In the first part of the experiment, the experimenter said that 6 children wanted to go to the mountain and 4 wanted to go to the lake (and he placed 6 toy children near the mountain drawing, 4 near the lake This paper has benefited from the critical readings of Rob Wozniak, Tim Frisk, and a reviewer for this journal whose assistance I gratefully acknowledge. Reprint requests should be sent to
Human Development, 1977
ABSTRACT Within the series, Studies of Genetic Epistemology, Piaget has recently written two volu... more ABSTRACT Within the series, Studies of Genetic Epistemology, Piaget has recently written two volumes on the development of contradiction. For Piaget, contradiction does not take place in reality or in the mind only, but primarily between actions; it results from the primacy of the positive aspect of actions and the coordination of actions upon their less accessible negative aspect. Equilibration characterizes the progressive compensations between these two aspects, leading to the resolution of contradictions.
Human Development, 1978
This paper is a review of Piaget’s recent work on equilibration, and a discussion of it. The idea... more This paper is a review of Piaget’s recent work on equilibration, and a discussion of it. The idea of equilibrium is examined, and Piagefs general model of equilibration is presented. Equilibration is to be distinguished from dynamic equilibrium and from dialectical development by the emphasis on self-organization and on the increasing of equilibrium. Some critical comments are examined.
contemporary Psychology, May 1, 1976
New Ideas in Psychology, 1987
Did you actually start your career as a physicist or as a philosopher? MB: Well, as a matter of f... more Did you actually start your career as a physicist or as a philosopher? MB: Well, as a matter of fact, I started not as a philosopher, but interested in philosophy. When I was 15 years old or so, I started to read philosophy voraciously and slightly later on I became interested in the philosophy of science. I even wrote a whole book against psychoanalysis when I was 18.
Archives Europeennes De Sociologie, Nov 1, 1994
Le champ II est inutile d'insister sur l'importance de la notion de champ chez Bourdieu. II s'y r... more Le champ II est inutile d'insister sur l'importance de la notion de champ chez Bourdieu. II s'y refere constamment, et quand il fait des etudes empiriques, c'est souvent pour mettre en evidence des champs, qu'il s'agisse du champ religieux, artistique, economique, ou academique, par exemple. Bourdieu cherche ainsi a rendre compte de caracteristiques purement sociales (et, selon lui, independantes des individus), et attribue au champ un role primordial dans l'explication des faits sociaux. On pourrait commencer par poser la question suivante : de quoi parle Bourdieu lorsqu'il parle de champ ? Une premiere reponse pourrait etre de rassembler les definitions que Bourdieu donne du champ, a commencer par celles qui figurent dans « Le metier de sociologue» (Bourdieu, Chamborderon, et Passeron, 1973), mais ce serait la un travail un peu fastidieux. Bourdieu (1992) dit lui-meme qu'il n'aime pas les definitions professorales, et qu'il prefere les «concepts ouverts» (p. 71) (1), ce qui, soit dit en passant, ne facilite pas le travail d'analyse semantique auquel j'aimerais me livrer ici. Un peu d'ontologie (2) Je vais done proceder autrement. Je vais commencer par me demander quel est le statut ontologique du champ, posant ainsi une question generique et non pas specifique. Des lors, ma question se transforme (1} Sans autres precisions, les numeros de (2) L'ontologie(oumetaphysique)atraita«la pages se referent a BOURDIEU, P., Reponses nature du reel ainsi qu'a toute question d'ordre (Paris : Seuil, 1992). general et fondamental • (Montagu, 1925).
Canadian psychological review, Oct 1, 1978
Cet article poursuit un double but: (1) faire connaitre le travail passe inapercu de Piaget sur l... more Cet article poursuit un double but: (1) faire connaitre le travail passe inapercu de Piaget sur la balance, et (2) soulever quelques-uns des problemes syntactiques et semantiques de I'equilibre statique interpersonnel, a travers les exemples de Piaget et de Homans.
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Papers by Pierre Moessinger
moessingerblog.wordpress.com
1. L'identité et ses approches
2. Dire "je"
3. Les mécanismes identitaires
4. Manières d'être au monde