Article

Résumé De plus en plus, la planète est en proie à des conflits d’intérêts géostratégiques et économiques qui bouleversent les valeurs sociales, en instituant le pouvoir matériel et financier comme la norme suprême sur l’échelle des valeurs. Si bien que les individus, dans toutes leurs activités, sont obnubilés par le gain financier. Cet état de fait se déteint évidemment dans la vie conjugale où l’argent est souvent objet de discorde ; et les époux s’entre-déchirent. Dans cette situation, l’homme étant en général, le détenteur du pouvoir financier, impose sa volonté à la femme et l’asservit. Même quand la femme dispose de revenus, il se pose la question de la redéfinition des dépenses pour les différentes charges domestiques. Car l’homme, malgré des concessions face aux nécessités économiques, s’enferme souvent dans une attitude phallocratique. Ainsi naissent des conflits difficiles à régler, surtout quand les deux conjoints sont salariés. L’ampleur de l’influence de l’argent sur la vie du couple nous amène à recourir à Hobbes (1588-1679) qui voit en ces relations conflictuelles, à l’état de nature comme à l’Etat civil, le rapport de l’homme à l’argent ; sa tendance à posséder autant que possible les biens matériels. La philosophie de Hobbes est donc pour nous un tremplin pour disséquer l’influence de l’argent dans les conflits conjugaux. Mots-clés : argent, pouvoir, conflit, couple, famille Summary The geostrategic and geo-economic interests are increasingly developed in the new century in almost all of the planet. The desire to control or even to possess material goods causes conflicts that disrupt preset values by society. What seems more realistic is that today, money and power are consubstantial. One could even say that money is power. The money that is the source of conflict between states is also the reason for many disputes and differences within heterosexual couples. The man and the woman often tear 238 REVUE DEZAN, Numéro spécial, novembre 2015 each other apart in the home because of money. The man, only beneficiary sometimes has used its powers to enslave women. When this is the woman who has an income, it is the question of the redefinition of the charges or household expenses. Faced with this situation, the man is often forced to adopt a compromise position, however without renouncing his masculinity. The financial problem thus appears as social dynamite in power and worth investigating with tact and wisdom, in order to safeguard the integrity of the highly endangered family. Thomas Hobbes, political philosopher, sees in these conflictual relationships, whether in the state of nature as in the Civil Registry, the report of Man to money, the pursuit of profit and material possessions. His philosophy is therefore a springboard to dissect the influence of money in marital conflict. Keywords: Money, power, conflict, couple, family

Résumé: L’éducation est un élément fondamental pour l’harmonie de la société. En effet, le citoyen qui a reçu une bonne éducation pourrait permettre d’éviter certains désordres dans la société tels que les désobéissances civiles et les guerres. Même si ces évènements sont souvent mis au compte des inventions scientifiques, l’éducation ratée d’un citoyen pourrait en être la cause principale. C’est pourquoi cette présente réflexion se propose de rendre intelligible le rapport entre l’éducation affective, morale et politique à partir de la philosophie politique de Thomas Hobbes, en partie consacrée au rôle éducatif de la femme.En effet, cette problématique éducative est abordée de façon très spéciale dans la théorie politique de Hobbes qui prend pour prétexte l’état de nature, comme lieu d’expression de l’autonomie parentale de la femme, qui en cette sphère privée, acquiert l’entière responsabilité de l’éducation de son enfant. Mots-clés : femme, éducation, affection, politique, morale, éthique, citoyen. Abstract: Education is fundamental element to the harmony of society. Indeed, the citizen who has received a good education could prevent certain disorders in society such as civil disobedience, and war. Although these events are often dueto scientific inventions, a bad upbringing of a citizen might be the main cause. That iswhy this present reflection seeks to make intelligible the relation between affective education, moral and politic from the political philosophy of Thomas Hobbes, partially devoted to the educational role of woman. In fact, this educational issue is addressed in a very special way in the political theory of Hobbes who takes for pretext the state of nature, as a place of expression of parental autonomy of woman, in which this private sphere, acquires full responsibility for the education of her child. Keywords: woman, education, affection, politics, morality, ethics, citizen.

Résumé Thomas Hobbes est l’un des philosophes du XVIIèmesiècle qui recherchaient une solution pour le vivre-ensemble social harmonieux. Pour lui, vu que les humains sont belliqueux à l’état de nature, il leur faut, pour leur bien-être, signer un pacte pour leur citoyenneté. Ce pacte, c’est lecontrat social qui consiste à quitter l’état de naturepour la société civile.Il en découle que tous abandonnent leurs différents droits au profit d’un souverain, appelé Léviathan, ayant le pouvoir de garantir la sécurité de chaque membre de la cité. En effet, en l’état de nature règne l’insécurité, les individus vivent dans la peur et la crainte d’être anéantis par un autre être plus fort.Ainsi, le Léviathan, être fort et invincible, est, pour Thomas Hobbes, l’élu idéal. Il est donc le garant absolu de l’harmonie de la société civile pensée par lephilosophe de Malmesbury, car son pouvoir favorise l’obéissance civile. Mots clés : état de nature, citoyenneté, Léviathan, harmonie sociale, contrat social. Abstract : Thomas Hobbes is one of the eighteenth-century philosophers who sought a solution for the harmonious social living. For him, humans are bellicose in the state of nature. So they need for their welfare, sign a pact for their citizenship. The pact is the social contract and it is to leave the state of nature to civil society, choosing a leader to whom all abandoned their different rights to ensure the safety of each of the individual members of this city. Indeed, in the state of nature insecure, people live in fear and the fear of being wiped out by another being stronger. Thus, Leviathan, strong and invincible is the ideal elected according to Thomas Hobbes. It is therefore the absolute guarantor of harmony in civil society of Philosopher Malmesbury because its power favors civil obedience. Keywords: state of nature, citizenship, Leviathan, social harmony, social contract.

In this essay, the prophetic text of Isaiah 2:2-5 is interpreted and proposed as a guide to achieving sustainable peace in the contemporary world. The quest for a new world order of peace has characterized different ages of human existence. It is a basic feature in the biblical literature, most especially in the prophetic books. In Isaiah, particularly, one finds a positive thrust towards a future idealized as a return to paradise. Isaiah’s vision of the future of humanity is so optimistic that people have often regarded it as utopian. In the present text, the prophet postulates a new order of economic, social and religious security based on a radical spiritual and moral reorientation. The essay employs critical and contextual approaches in the analysis of the text.

Abstract Media literacy enables people to interpret and make informed judgments as users of digital technology sources, as well as to become producers of media contents in their own right. However, many Nigerian universities are not aware of this literacy or have not included it in their curricula. This study analysed the media-literacy content in curricula of nine select universities in Africa’s most populous nation: Nigeria. Some key findings revealed that: (a) media-literacy courses proper were not on the curricula; (b) media-literacy-related courses, which stood as proxies, accounted for about two per cent of the curricula; and (c) media-literacy-related courses were available to students only as electives. The present research indicates that media-literate students tend to be skilled in accessing information about their health, environment, education and work. They would also be able to evaluate media content critically and to make informed decisions as users of digital technology sources, as well as to becoming producers of media contents in their own right. Based on the accumulated skills of media literacy for contemporary young people, it was recommended that communications programmes redesign their curricula to include media literacy and related courses. Also, communication educators should be more receptive to the importance of media literacy skills in the education of their students.