Despite the seeming clarity of the notion of a “subject” in the field of language, arts, and other forms of representation, there does not seem to exist a clear cut between the producer and the interpreter of such representations. The need for a redefinition of a “subject” in the digital age, which has been extended to its extremes, is aroused by recalling what some of the definitions of a subject has been in the former ages in other forms of media. This paper is an attempt to unravel the notions of a subject that are present within some of the art productions in the digital age. This paper is an attempt to identify subjectivity in digital technology and eventually in artificial intelligence by revisiting the very basis of digital representations, the binary number system.

This paper proposes a socio-semiotic analysis of the question of contamination of the sacred on the basis of contact with relics, which runs through numerous anthropological studies. While anthropological texts describe the idea of transferring the sacred from relics as a chemical operation with clearly defined consequences, they say nothing about the question of meaning. How is meaning being created when belief has it that the sacred is spread about, projected from the relic onto other objects? How can the contamination of the sacred be translated into the contamination of sacred meaning?

In this article, I wish to re-examine the French and republican model of secularism in terms of its uniqueness and originality, which are often self-proclaimed in order to measure the degree of accuracy and the share of inventiveness and related representations. In the first place, I will ask myself whether this French-style secularism constitutes a form of "cultural exception" in its own right and, secondly, what contagious influence may have had this French secular paradigm in the world.

This article deals with the problem of the intergenerational transmission of the knowledge of expert employees towards young workers. It is based on an empirical study carried out among five companies that implement a policy linked to the "generation contracts" of the law of 1 March 2013. It can be seen that the circulation of knowledge between generations and its modalities weakens the paths Professionals. Looking at the diversity of practices in companies (social networks, collaborative workshops, professional tutorials, expert relays), transmission is seen as a reconstruction of the training of young people in various learning cultures. How can experts pass on their knowledge to young people? What mechanisms can they mobilize? The analysis of learning situations has made it possible to identify the effects of transmission on the recipients, but also on those who transmit. Basically, it is a question which refers to informal knowledge in the professional activity, itself producing experience.

Defined as a rationalized activity, online dating is characterized as a process which lacks emotion. This paper analyses Chilean internet users' opinions about online dating websites as well as the national users' experiences in these virtual spaces. The focus is placed on both the presence of feelings in the digital interactions they undertake, and the interpretations make from this experience.

Vote is considered as a kind of blak hole in the world of communication and information sciences. Regarding electoral studies, whether they give more informations about electors, they also pain in highlighting what they mean. This article is trying to offer a renewal approch of the vote considered as a communicational process, supported by the primary elections in France.

The article takes as premise the educational question par excellence: what content is worthwhile to be transmitted and what is the best way to do so? (Spoelders & Cotton, 2014), and aims to understand the relationship between the educational discourse and trust from two assumptions : to be dialogic, the educational discourse must be shared between teacher and learner -which implies a relation based on trust, a priori condition of the educational discourse -, and the learner has an implicit and/or explicit recognition related to the universality of contents transmitted and to their optimal transmission -which reinforce the relation of trust, a posteriori condition of the educational discourse -. The authors analysed the levels of interpersonal, institutional and interinstitutional trust related to an Erasmus intensive programme by its participants, their cooperative behaviours and their collective learning. (Simon, 2007: 90) By implying (a priori) and reinforcing (a posteriori) its participants' trust via its educational discourse, the concept of the Erasmus intensive programme developed and organised by 8 European partners, reaches the requirements of the dialogic educational discourse, last stage of the pedagogical relation.

When MOOCs are increasing all over the world as a mean for improving the diffusion of culture and science, it is interesting to observe how those MOOCS build communities of knowledge, and which is the impact of those communities on the acquisition of knowledge. In this article, we present the principles of design of the MOOC Digital & Culture Writing that aims to spread digital culture. Then, we analyse the messages posted on forums by the related community, and the cognitive process to which they refer. Posts analysis reveals reflexivity processes when participants are writing on forums. It appears that reflexivity cognitive processes are at the heart of both social interaction and digital culture acquisition.

This article reviews current criticism of the concept of culture among academics, identifying the misuses and the social context which have led to calls for it to be abandoned. Drawing extensively on recent critical approaches to the concept, it outlines a complex multi-level approach avoiding the traps of determinism and methodological nationalism, allowing us to better understand and deal with contemporary debates and discourses surrounding culture, in the light of which it appears ever more important that social science scholars make their voices heard.