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I G LES MODES D'EXPRESSION PARALINGUISTIQUES ET KINESIQUES 239 On follow-up days, the teacher uses records which give the interrogees, declarent s'etre donnees 2 leur fiance des bellets roses" dens lequelle de nombreuses personnelites who, at every season seems to flee, return and rise again

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[PDF] two decades following the second world war are organized - ERIC

DOCUMNX?OIRSUOIX

ED 031 964

48FL 000 680

By -Nostrand, Howard Lee; And Others

Background Data for the Teaching of French. Final Report. Part A. Volumes 1 and 2. La Culture it la Societe

Francaises Au XXe Siecle.

Washington Univ., Seattle.

Spons Agency-Office of Education (DHEW), Washington, D.C.

Bureau No -BR -5.0934

Pub Date 67

Contract -OEC -614 005

Note-760p.

EDRS Price MF -S3.00 HC-S38.10

Descriptors-Bibliographies. Cross Cultural Studies, Cross Cultural Training. Cultural Background. Cultural

Context, Cultural Education. Cultural Factors. Cultural Interrelationships. Cultural Traits, Ecological Factors.

Foreign Culture, French, Literature Reviews, Research Projects, Social Background Social Characteristics,

*Sociocultural Patterns.

Tcaching Guides, Twentieth Century Literature

Identifiers-FranceSelected twentieth century French cultural and societal characteristics of thetwo decades following the second world war are organized into a structured

inventory or "emergent model." The cultural aspects covered are --(1) main themes, (2)

ethos or "national character." (3) assumptions about reality. (4) verifiable knowledge.(5) art forms, (6) language. and (7) paralanguage and kinesics. Societal aspects

include--(1) familial, (2) religious. (3) economic occupational. (4) political and judicial,(5) educational. (6) intellectual-esthetic. (7) recreational. (8) communications. (9)stratification and mobility. (10) social proprieties. (11) status of groupings by ageand sex. (12) status of ethnic and religious minorities, and (13) interpersonal andintergroup conflicts. Ecological aspects are also treated. Part A is in French with anEnglish introduction. Topical and general bibliographies are included. For related

parts of this report see FL 001 094 an FL 001 495. (MM) CT tr1O C=3 L4.1PART A:LA CULTUREET LA SOCIETE la-42".ISE3 AUSIECLE

4/01.141011

(Published

separately Pre PART B:EXEMPLES LITTERAIRES,end PART C:CONTEMPORARY CULTURE ANDSOCIETY OF THEUNITED STATES.1dll 11

P 4 I

BACKGROUND DATA FOR THE

TEACHING OF FRENCH:

Final Re sort of Pro

ect 0E-6-14-0T5

The research reported

herein was performedpersuent to P contractwith the United StatesOffice of Education,Department of Heelth,Education 2nd Welfare.Contractors undertakingsuch projects underGovernment sponsorshipereencouraged toexpress freely their professionP1judgment in the conductof the project.Pointsof view or opinionsstated do not, therefore,necessprily representofficial Office of Educationposition or policy.This reportmPy be quotedwithout nermission,provided thesource is dulycreditedt except thatno mPteripl quoted hereinmay be requoted withoutthe permission of itscopyright holder.

Howard Lee Nostrand,

Project Director

Department of Romance

Languages and LiteratureUniversity of Oashington

Seattle, Washington 9810 5

1967

U.S. DEPARTMENT OF HEALTH, EDUCATION Lt WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE O PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

Table of Contents for ABT A

O. PROLEGOALNA. 00000 .... 00000 ...1..10.AThe objectives, the approach, and their

underlying postulates ..00000000000000 .......10.BOn the methods used in the study40.B.1.A structured inventory000004O.B.2'.A composite of views70.B.3.The literary and contrastive.

dimensions

I110.0Critique of the project's results120.DConstructive implications............ OOOOO 170.D.1.Activities to supersede this

project. ........ OOOOO ..............190.1).2.Descriptive research and research

training ...........................220.EAcknowledgments......... OOOOOOOOO ... OOOOO ..25Prolegomena:Bibliography.... OOOOOOO......280.F"Emergent model" ofa socioculturalsystem_ OOOOOOOOOOOOOOO ......................300.G"Naquette prospective"d'un systemesocio-culturel

O OOOO........................380.HThe foreign culture ina model foreign-languagesequence.................... OOOOOO420.JPresentatioh of the foreignculture inthe French modelsequences of the Wash-ington [State]Foreign-Language Program ....480.KLe frangais a l'ecclematernelle. ..........570.LL'Ameriquevue par la France" ...........62I.AA la recherche desTHEMES MAJEURS de lacivilisation frangaisecontemporaine .......77Note sur la m4thode adoptee.....,..77I.A.1L'individualisme ...................79

L.A.24..L'intellectualite ..................81I.A.3.4.L' art de vivre ...................83I.A.4Le realisme ....OOOOO ..............8

I.A.5;. Le bonsens ...................87I.A.6..i. Liamitie. ..........................88

I.A.7if L'amour........... OOOOOOOOOOOOOOOO .91I.A.8;i La famille..... OOOOOOOOOOOOOOO .....92I.A.9'..:;- La religion................ OOOOO...94I.A.104 La justice...... OOOOOOOO ...........95I.A.11., La liberte. OOOOO .. OOOOOOOO .........96I.A.12. La France..97Au-del& de la synthesethematique..98Notes100

ii I.A

Appendice:Dictons et proverbes qui

expriment des themes majeurs

102I.BLE CARACTERE NATIONAL105I.B.1La presence de certains couples de

caracteristiques contraires

106I.B.2L'impetuosite, contre-pied de lamesure107I.B.3Un style particulier de

discussion.

108I.B.4Une certain orientation orale109I.B.5La preoccupation de la forme110I.B.6Les atitudes envers la

sexualite

111I.B.7Des survivances de traditions113I.B.Appendice:Superstitions115Citation supplementaire:La proprete117Le caractere national:Bibliographie119I.0LE SUBSTRAT DES CROYANCESINHERENT73 A LA

CONSCIENCE COLLECTIVTL FRAKAISE

123(La Nature humaine)

Le moi comme entite detachee

125

Il faut APPRENDRE e. etre humain127

Les apparences et la realite

128
(Les Relations sociales) Primaute de l'individualitesur lacollectivite129Une societe a structureverticale130 Une distinction marquee entre lesamis et "les autres"133Mefiance de l'autorite

136Acceptation, par intervalles, dereformateursautoritaires138(L'Homme et la nature)

S'adapter pour utiliser les forcesnaturelles139(Les Aodalites de l'action)En faisant,se faire140(Le Temps)

Le presentvu dans une longueperspective143L'histoire come repertoire demodeles144(L'Espace)

La France, point de repere144I.C.1

I.C.2 I.C.3 I.C.4 I,c.5 1.c.6 1.c.7 1.c.8 I.C.9 iii

4I.C.14

Organisation radiale de l'espace

geographique 144

I.C.15Elargissement du contexte

international

146I.DLES CONNAISSANCES(provenant

des sciences et 'aumanites)

148I.ELES FORKS DE L' ART152I.E.1Categories descriptives dansI.E.2l'art contemporain frangais155I.E.3I.E.1.aIntroduction155I.E.1.bLe XIXe siecle157

I.E.l.cLe XXe siècle161

I.E.l.dLa seconde guerre

mondiale 166

Les formes de l'art:Bibliographie171I.E.4Arts decoratifs:L'ameublement175I.E.5La haute couture177I.E.5.aQuelques definitions177I.E.5.bOrigines historiques178I.E.5.cDeveloppement de

l'industrie textile

179I.E.5.dLes grandes maisons de la

couture

180I.E.5.eLa mode186I.E.5.fL'dlegance frangaise190La haute couture:Bibliographie.192I.E.6La gastronomie194I.E.b.aUne histoire de la

cuisine frangaise

195I.E.6.bL'art de la table est

un art classique

196I.E.6.cLa cuisine frangaise est

un art plastique197I.E.6.dLa cuisine frangaise est un art raffine198I.E.6.eComparaison entre differents arts %folkloriques199I.E.6.fComment l'art de la cuisine se transmet -il'200I.E.6.gDifferences dans la cuisine suivant les classes sociales201I.E.6.hParis a table201I.E.6.iL'avenir d'une institution:

La gastronomie202La gastronomic,:Bibliographie204

iv I.E.7

L'humour208

Note introductoire

208I.E.7.aL'humour frangais210L'humour:Bibliographie215I.FLA LANGUE FRANCAISE218I.F.1La langue comme temoignage

d'une culture

218I.F.2La langue frangaise et quelciues

themes majeurs219I.F.3La place centrale de la languedans la culture frangaise224I.F.4L'4volution actuelle de la

langue frangaise232La langue frangaise:Bibliographie234I.GLES MODES D'EXPRESSION PARALINGUISTIQUESET KINESIQUES239I.G.1La paralangue240I.G.1.aL'intonation242I.G.1.bL'accentuation245I.G.1.cLe ton de voix246I.G.1.dLes semantemes qui ne sont

pas des mots247La paralangue:Bibliographie250I.G.2La kinesique251I.G.2.aGestes, postures et motions du corps

252I.G.2.bLes expressions du

vi sage....

256I.G.2.c"Proxemics"259La kinesique:Citations supplementaires260La kinesique:Bibliographie264II.ALA FA'iILLE266II.A.1Autrefois266II.A.2Aujourd'hui26/II.A.3Emancipation de la femme.267H.A.4Le pere et la mereII.A.5Les enfantsInII.A.6Mariage des jeunes270II.A.7Families bourgeoises271II.A.7.aLa petite bourgeoisie271II.A.8Families ouvrieres272II.A.9Families rurales273II.A.10 Familleadoptive273II.A.11 Conclusion273La famille:Citations suppl6mentaires2/5La famille:Bibliographie.290

II.B

LA RELIGION292

II.B.1

L'eglise catholique romaine292

II.B.1.a

Structure Pdministretive

et classification des fidbles 292

II.B.2

LP leicite293

II.B.2.a

Profession et action293

II.B.2.b

L'Action catholique294

II.B.2.c

Organisation295

II.B.2.d

Missions et pretres-

ouvriers 295

II.B.2.eDignite et prestige297

II.B.2.f

Influence sociPle297

II.B.2.g

La fpmille et le

divorce298

II.B.2.h

Avortement298

II.B.2.i

Contraception299

II.B.2.j

Condition ouvrik.e299

II.B.3

Minorites protestentes et

israelites300

II.B.3.4

Les Protestants300

II.B.3.b

Les Israelites300

La religion:Citations supplementaires302

LP religion:

Bibliographie309

II.0

L'ECONOMIE ET LES PROFESSIONS, ARTS

ET METIERS312

II.C.1

Vue d'ensemble312

II.C.2

Introduction:L'economie fren-

vise, 1945-1965 313

II.C.3

La planification315

II.C.4

Les banques et le credit321

II.C.5

Le monnaie322

II.C.6

Le commerce325

II.C.7

La population active328

II.C.8

Le travail329

II.C.9

Les syndicats331

II.C.10

La Securite Sociele335

II.C.11

L'egriculture336

II.C.12

L'industrie338

II.C.13

L'energie339

II.C.14

Les moyens de transport340

II.C.15

Le tourisme341

II.C.16

Le developpement regional341

II.C.17Conclusion....342

L'4conomie:

Bibliographie344

vi II.D

LES INSTITUTIONS POLITIQUES ET

JURIDIQUES346

II.D.1

Les institutions politiques346

II.D.1.a

Mutetions du systeme

politique frPngpis....,347

Les institutions politiquesi.

Biblio-

grephie349

II.D.2

Les institutions juridiques352

II.D.2.a

Historique de 1P justice

enFrance..352

II.D.2.b

Le droit et leslois353

II.D.2.c

Le jurisprudence354

II.D.2.d

L'orgenisation Judi-

ciaire 355

II.D.2.e

Reforme des tribuneux

de la justice 356

II.D.2.f

Les proces357

II.D.2.gConclusion360

Les institutions juridiques:

Biblio-

grsphie361

II.D.3

Le police362

II.D.4

L'armee364

II.E

L'EDUCATION.366

II.E.1L'evolution de l'enseignement..366

II.E.2

L'enseignement prima ire370

II.E.3

L'enseignement secondPire373

II.E.4

Les problemes de l'enseignement

secondeire379

II.E.5

Le vie scoleire380

II.E.6

M4thodes et orientation..382

II.E.7

L'enseignement sup4rieur ......385

II.E.8Professeurs et instituteurs387

II.E.9Problemes et tendPnces389

L'4ducation:Bibliographie393

II.F

L'ART ET L'ESPRIT.395

II.G

LES LOISIRS EN FRANCE398

II.G.1

Les grandes vpcpnces398

II.G.2

Les fetes:"Antidote du

quotidien".....400

II.G 3

Les loisirs de l'enfance, de

l'pdolescence, et des pdultes.. .403

Les loisirs:

Citations supplementpires...405

Les loisirs:

Bibliogrephie....,.....407

vii II.H

LES COMMUNICATIONS DE MASSE409II.H.1La presse413II.H.2Rediodiffusion-television422II.H.3Le cinema428II.H.4Le livre431II.H.5Conclusion..,434Communications:Bibliogrephie437II.JSTRATIFICATION ET MOBILITE DES CLASSESSOCIALES443Bibliogrephie445II.KLE SAVOIR-VIVRE448Introduction:Citations supplementaires449II.K.1Le sevoir-vivre dens la vie

quotidienne457Les repas:Citations supplementaires.....458La tenue:Citations supplementeires.....466II.K.2Le savoir -vivre dens le vie

exterieure

476La vie exterieure:Citations supple-mentaires476II,K.3Le sevoir-vivre dens l'ambiancedu travail490L'ambiance du travail:Citationssupplementaires

.490II.K.4Le savoir-vivre dins le langage .........492Le lengage:Citations supplementaires....493Bibliogrephiepour le correspondence503

Bibliogrephie au sujet des bons

usageslinguistiques503II.K.5Le sevoir-vivre dans les visites et les receptions 504

Les visites et les receptions:

Citationssupplementeires

504II.K.6Le savoir-vivre et les ceremonies

familiales

522Les ceremonies familiales:Citationssupplementaires522II.K.7Le savoir-vivre et les enfants...530Les enfants:Citations supplementaires...531II.K.8Le savoir-vivre et les

adolescents

536Les adolescents:Citations supple-mentaires

536II.K.9Les cartes de voeux et les

etrennes .545 viii

II.K.10

L'enseignement pr4scolaire dusavoir-vivre547Le savoir-vivre:Bibliographie552II.LSTATUT EN FONCTION DE L'AGE ET DU SEXE553II.L.1Les homes553II.L.2La femme frangaise557II.L.2.aIntroduction557II.L.2.bL'enfant et la famille 557II.L.2.b.(1)Le tout-petit558II.L.2.b.(2)L'enfant561II.L.2.b.(3)L'enfant et ses

parents

561II.L.2.b.(4)De l'enfance a l'ado-

lescence:Ententeavec les parents564II.L.2.b.(5)Entente entre lesenfants565II.L.2.b.(6)L'adolescente566II.L.2.b.(7)L'adolescente et la

societe569II.L.2.b.(8)L'adolescente etsafamille570II.L.2.b.(9)L'adolescente de la ville et celle de la

campagne571II.L.2.cLa jeune fille572II.L.2.c.(1)En famille572II.L.2.c.(2)Mere et fille571+II.L.2.c.(3)L'ecole575II.L.2.dLa femme578II.L.2.d.(1)Rapports entre marset femme580II.L.2.d.(2)Le choix du

conjoint580II.L.2.d.(3)La femme mariee: femme d'interieur

582II.L.2.d.(4)La femme emancipee et

la femme au foyer584II.L.2.d.(5)La Frangaise et l'expe-rience sexuelle587II.L.2.d.(6)La femme au tra-vail588La female frangaise:Citations supple-mentaires599La femme frangaise:Bibliographie613

Prolegomenr

without P grrsp of the culture's vrlues, rssump- tions of frct, socirl relPtions rnd strptr, humor, proprieties, rnd the like -- rnd conversely, why P11 these phenomenr, being highly lrngurge-relPted, become ersier to grrsp and retrain through their linguistic expression. O.D.

Constructive implicrtions

The empiricrl brsis for selecting the topics

to be developed, in describing French life to Amer- icrn lePrners Pt erch Pge level, should be completed.

One wry of doing this is to use the questionnrire

mentioned rt the outset of the preceding section, "How Americrns see the French," nlong with r counterprrt inquiry Pmong the French rs hosts.The lrtter should be Pdministered by French persons, in the interest of frank responses.

It hrs been sug =-

gested to the Institut FrPncais d'Opinion Puhlique, but the financing of both inquiries remrins Pn unsolved problem.

The present reports need to be grrdurlly

revised, including the sections now relPtively strong.The essrys should follow the five- prrt form, where possible: the Pcturl behrvior prtterns, rnd their current evolution; the pro- fessed or ide^lized prtterns, rnd their current chrnge; r comprrison of the two directions rnd rrtes of chflige, to see whether the two lines of evolution rre converging or diverging.

The essry

on erch socirl institution should more systemPti- crlly define its component roles, rnd the norms of conduct (expressed rs modrl rrnges) which delimit erch role.As the norms of erch institution rre grrdurlly defined, we m-y expect to find further evidence of interconnectedness between institutions, which r11 give prrticulrrized embodiments to the dozen or so centrrl themes of the culture.

[PDF] [PDF] two decades following the second world war are organized - ERIC