Memory and Temporalities

At first, the focus is on studying how different conceptions of temporality are articulated to the history of the concept of history. The emergence of the concept of history as a collective singular, presupposed at the end of the eighteenth century, the unification of historical time. It’s intended to study how, within the hypothesis of R. Koselleck, the relation between unity and temporal plurality is articulated. In the interwar years, the emergence of the Annales School represented a critique of the two great conceptions of temporality inherited from the nineteenth century. As J. Rancière shows, it’s more deeply concerned with the constitution of a new understanding of historical time. We will try to understand if, within this new formulation, on the side of the history of the sciences, at the same time, we didn’t seek to think of a history constituted by singular temporal trajectories. Hence the importance of accompanying G. Bachelard's critique of the Bergsonian notion of duration and its concept of instant; also hence the interest in understanding the Nietzschean notion of circular time at the end of the nineteenth century and that of temporal simultaneity in  literature at the beginning of the twentieth century. In recent years, according to F. Hartog, presentism would have become the new form of historical time. At the core of this new form, memory would have become a figure of inescapable epistemic importance. We would like to understand what this memory is about and how it is articulated with an understanding of historical temporality. Secondly, we will deal with the relationship between memory, history and temporality. The reflection of Pierre Nora and his places of memory establishes a diverse relationship between memory and history by indicating the overcoming of memory as an expression of lived experience and the sacralization of its places. However, memory resists ordering a certain spatialization, as indicated by John Assman and Aleida Assman. The resumption of memory as evidence redefines the debate about the past. Paul Ricoeur remakes the complex course - marked by approximations and distances, between memory and history. Reading part of Ricoeur's book, "Memory, History, and Forgetting," concludes this stage of the course.