Page:  1  2  3  4  next 

All posts by Oyvind (55)

topic: Winter seminar with Oscar Brenifier (Paris, 18-23 February 2013)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #1
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Winter seminar with Oscar Brenifier
The French philosopher Oscar Brenifier arranges a week long seminar next February. See invitation below. The seminar is not only relevant for pedagogues and others who work with people but for all who have an interest in philosophy and personal development, indeed, for all with a wish to get to know oneself better. If you have the opportunity you should go! Oscar Brenifier is one of the most competent and dauntless philosophical practitioners around today.

INSTITUTE OF PHILOSOPHICAL PRACTICES (France)

International Winter Seminar 2013

"Practicing Philosophy"

Argenteuil - France

February 18th - 23rd,  2013


Last summer, after increasing the attendance of our seminar to the maximum number allowed by the local facilities, about forty persons, we had the regrettable obligation to refuse quite a few later applications for attendance. This meant already that we had to hold numerous workshops in two different halls, in order to give everyone a chance to show his work and not crowd the halls too much.

Because of this, and because we do not wish to go beyond this size of attendance, we have decided to hold a winter seminar, not in La Chapelle St André (Burgundy) where the season creates harsh living conditions, but in Argenteuil, at the seat of the I.P.P., in the suburbs of Paris. Of course, persons that were denied attendance at the summer seminar will have a priority. Again for practical reasons, we do not wish to receive too many persons, in order for the seminar to remain a seminar and not become a conference.

So we intend to receive maximum 20 persons, interested or involved in philosophical practice: students, teachers, professors, counselors, trainers, etc. Like in the summer seminar, the purpose will be for these participants to reflect on their work and improve professionally. For seven days, in English, these practitioners coming from very diverse countries will participate to different workshops, lead workshops, analyze and evaluate them, theorize about the different issues involved.

In this context, philosophy is not an academic activity centered on the history of ideas, and one does not come simply to narrate what he does in his home country, but get acquainted with the many ways of philosophizing, as an activity constitutive of the mind and the self. Philosophy with children, philosophical consultation, philosophy workshops, Socratic dialogue, etc., one is introduced to the many forms and variants of such an endeavor. It is not so much knowledge that is at stake here, but acquiring and developing skills. How to conceptualize, how to problematize, how to deepen understanding of given ideas, and especially how to create a situation where this activity can be induced, are the main focus of the work.

Of course, Socratic maieutic is a key methodological point, but as well dialectics, analytics, community of enquiry, constitute as many entries and matrices to define the work. If they wish so, participants can facilitate a workshop, a situation that provides an occasion for a practitioner to show how he works and get some critical feed-back on his work and his methodology, so one becomes more conscious of his own options and activity. Since the atmosphere of this seminar is open, inclined to both rigor and diversity, it creates a context where one can really express his view instead of hiding behind the usual pseudo-consensus where "everything is fine and we are all great". In this sense, the idea is to recreate the context of antique philosophical schools, or the gymnasium as described by Plato, where one could challenge other's ideas and oneself be challenged.

All practitioners interested in presenting their work and holding a workshop during this event are invited to send in their proposal. The purpose of this seminar is to exchange, discover, experiment and develop practices.

This seminar does not require previous philosophical training. It can be an initiation to philosophical practice, or a deepening of the activity. Participants come from different parts of the world, and join for professional or personal reasons, in order to work on a practice that is applicable to many contexts: teaching children or adults, management, individual consultation, N. G. O. activities…

The duration will be almost a week, from February 18th – 23rd 2012, and the cost will be 500 EUR, including the workshops, food and accommodation in a private room. For people who are on a tight budget, this can be reduced to 300 EUR if you accept "camping style" accommodation. Our Institute can accept some people free of charge who have financial difficulties, but are highly motivated.

You can read theoretical texts and watch videos of the practice on the following websites' English sections:

http://www.brenifier.com
http://www.pratiques-philosophiques.com/
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Ancient Paideia and P4C (Excerpt from Hannu Juuso's dissertation)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #2
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Ancient Paideia and P4C
Hannu Juuso is a doctor of pedagogy at Oulo University, Finland. In 2007 he published the dissertation Child, Philosophy and Education - Discussing the intellectual sources of philosophy for children. We are happy to publish chapter 5 from this work: "Ancient Paideia and Philosophy for Children." This chapter provides a deeper understanding of the foundations of the modern philosophy for children movement. We learn about the view of the antiquity regarding philosophy and Bildung, child and adult, and how the relationship between child and adult changed dramatically in recent times. Juuso also explains Aristotle's virtue ethics and shows how this fits, and doesn't fit in, with Matthew Lipman's Dewey-inspired pragmatism.

Go to article
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Week-end seminar with Oscar Brenifier (Argenteuil, Paris, Sept 26-27)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #3
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Week-end seminar with Oscar Brenifier
INSTITUT DE PRATIQUES PHILOSOPHIQUES

Week-end Seminar "The art of questioning" in France (in english)
Saturday 26th and Sunday 27th  of September 2009


The Institut de Pratiques Philosophiques is organizing a week-end seminar, in english, led by Oscar Brenifier.

It will take place in Argenteuil, a suburb of Paris, on Saturday 26th and Sunday 27th of September 2009, from 9 am to 6 pm.

During different workshops, we will work on the art of philosophical questioning, as a tool for thought construction and critical analysis, from a theoretical and practical standpoint.

This seminar concerns all those interested in philosophical practice, for professional (teaching, management, consulting) or personal reasons.

Practicing philosophers who wish to present their methodology and hold a workshop during the seminar are invited to send in their proposal.

The cost will be 50 EUR for the workshop and refreshments. Meals can either be taken in nearby restaurants (about 10 Euros) or one can eat on the premises.

Hotels of the vicinity offer rooms starting around 50 Euros per night.

Argenteuil is less than one hour from Charles de Gaulle airport or from any Parisian train station.

For more information
e-mail: alcofrib at club.fr
Website : www.brenifier.com (texts and videos)
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: IAPC Online Course (Introduction to P4C)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #4
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: IAPC Online Course
The IAPC¹ will be offering the on-line course Teaching Children Philosophical Thinking I (Introduction to P4C) during the fall 2009 semester (beginning September 2nd).  It can be taken for Professional Development or Graduate Credit.  For details about the course please go to:

http://frontpage.montclair.edu/iapc/OnlineCourseFlyer.htm

¹ Institute for the Advancement of Philosophy for Children, Montclair State University, New Jersey, USA
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: "Wandering Through Life" (Introducing Philosophical Practice with Children and Adolescents in the Church of Norway)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #5
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
In reply to post ID 67
The article now published in the following book:

Eva Marsal, Takara Dobashi, Barbara Weber (eds.):
Children Philosophize Worldwide—Theoretical and Practical Concepts
Band 9 in Hodos—Wege bildungsbezogener Ethikforschung in Philosophie und Theologie,
published by Institut für Philosophie und Theologie der Pädagogischen Hochschule Karlsruhe
Peter Lang Verlag
Frankfurt am Main 2009
ISSN 1619-666X
ISBN 978-3-631-59329-5

p. 633-644
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
This post was edited on 2009-08-13, 01:21 by Oyvind.
topic: Universities still complaining... (...about student's lacking skills)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #6
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Universities still complaining...
Matthew Lipman—the father of the modern philosophy for children movement and the founder of IAPC (Institute for the Advancement of Philosophy for Children)—is famous for stating that the lack of basic language and thinking competencies in his Columbia University students was what put him on the idea that there was something seriously wrong with the primary and secondary education in the US. That was some 40 years ago. Currently, in our apparently advanced day and age, one should have expected that the quality and aptness of students had improved beyond recognition since the late sixties.

Not so, at least not in Britain. In the Daily Telegraph we can read that, according to a study carried out by ACS International Schools, "teenagers are starting university with little creativity or independent thought because of Government reforms." The article continues: "A culture of "teaching to the test" at school and college has left many students struggling to cope with the demands of degree courses." And: "Most [of the responding Universities in the study] said creativity and the ability to think independently was the most sought-after quality in new undergraduates."

Well, look no further. Drop the sordid test regimes and look to Matthew Lipman and the IAPC. He still has got the answer: philosophical explorations with children within communities of enquiry, communities that teach critical as well as creative thinking. One cannot help but wonder why this obvious route towards the alleviation of the student's constant under-achieving is still not, after 40 years, given the time of day.
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: "Too much methodology and skills in school" (Prince's Teaching Institute summer school)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #7
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: "Too much methodology and skills in school"
Mrs Bernice McCabe, head of independent North London Collegiate School and speaker at Prince Charles' summer school, says that there is too little focus on "proper knowledge of core subjects in schools today:"

There has been a widespread feeling among teachers who have attended previous summer schools that there should be more incentive for teachers to communicate the richness of their subjects and the sheer enjoyment of studying them. But they tell us it is not always easy to do so.

The main thrust has been to place greater emphasis on the applications of mathematics rather than the concepts; to attach more importance to exam results than to real educational standards in the subject; and to concentrate on the perceived needs of the many, with corresponding neglect of laying proper foundations for the study of higher mathematics by those with the talent for it.

And for the large majority of children, the attempts to design maths courses that were more relevant and accessible have had the effect of reducing the levels of challenge, enjoyment and attainment.

In a speech, she said the emphasis on personal, learning and thinking skills - as well as functional English and maths - is "a wholly inadequate prescription for education". She added:

Because the centrality of subject knowledge is no longer considered by everyone in the education world to be a priority and, too often, it has taken second place to a concern with teaching methodology and skills.

No-one who has spent any time teaching will undervalue the importance of the craft of the classroom, and all teachers are of course committed to preparing their pupils for life beyond school. But an over-emphasis on methodology and skills can mean losing sight of the fact that the best teaching is about communicating with enthusiasm what lies at the heart of our subjects.

http://www.telegraph.co.uk/education/educationnews/5674189…

It seems here - although she is certainly right in lamenting the loss of "proper knowledge" in today's school subjects - that Mrs McCabe too quickly juxtaposes the focus on personal and learning skills with the focus on thinking skills. Of course, thinking skills are still skills, as are personal and learning skills: they are not "proper knowledge" in a strict sense. On the other hand, thinking skills are necessary conditions of all other types of skills and knowledge. One must be able to think properly in order to perform any task or to understand any subject matter. Therefore thinking skills are more fundamental than the other skills. Besides, in general schools have not, until now, focused so much on thinking skills as on pedagogical methodology and other more trivial types of skills.

But on the whole, she is right. There is far too much messing about in contemporary schools, too much experimenting and short-sighted programs and reforms, too much politics. This does not mean, however, that we should dispense with the teaching of thinking skills. Mrs McCabe implies as much herself when she complains that there is too much "emphasis on the applications of mathematics rather than the concepts." If you want more conceptual thinking in mathematics then you require that the pupils have acquried proper thinking skills.
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Re Oxford professorship of poetry (An interesting quote from Theodore Dalrymple)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #8
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Re Oxford professorship of poetry
Dr Theodore Dalrymple is at it again. In an article on Frontpagemag.com he makes a comment on the recent Oxford professorship of poetry "scandal" where Mr Derek Walcott had to withdraw his campaign because of accusations of sexual harassment. But afterwords, one of the women who accused Mr Walcott now actually defended him, however, in an article so ridden with confused emotion that Dr Dalrymple finds it appropriate to exclaim thus:

This is a kind of witches’ brew of emotions, or rather of vehement sentiment, from which nothing sensible – and certainly no useful guide to conduct – could possibly emerge. And this, is seems to me, is typical of our age, in which shrillness and vehemence so often does the work of argumentation.
 
On the other hand, there probably never was an age in which disputes were resolved by civilized, Socratic dialogue. It is just that more people nowadays demand to be heard, with the resultant cacophony. You need to be vehement to be heard at all. A friend of mine once suggested that, for the good life, freedom from opinion is often at least as precious as freedom of opinion.

Cf. http://www.frontpagemag.com/readArticle.aspx?ARTID=35051

And this is precisely why Kierkegaard once wrote: "Socrates, Socrates, Socrates! Yes, one may well call thy name thrice, it would not be too much to call it ten times, if that would do any good. People think that the world needs a republic, and they think that it needs a new social order, and a new religion -- but it never occurs to anybody that what the world now needs, confused as it is by much knowing, is a Socrates. But that is perfectly natural, for if anybody had this notion, not to say if many were to have it, there would be less need of a Socrates. What a delusion most needs is the very thing it least thinks of -- naturally, for otherwise it would not be a delusion." (Sickness Unto Death)
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Creativity - Thinking - Philosophy (International Conference, Graz/Austria, October 15-18 2009)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #9
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Creativity - Thinking - Philosophy
Creativity and thinking are the two main foci of this international conference of Philosophy with Children. Creative, critical, social and
caring thinking are fundamental skills which are critical both for our cognitive and personal development, and for the well-being of every
human being.

It is important to get involved in philosophical inquiry in every aspect of life; to think in a reflective way and to practise creative problem-solving.  Philosophical inquiry enriches our speaking and acting, the implementation of knowledge in our everyday life, our art, science, technical science and society.  Because it is so basic to our development, it is necessary to foster these skills early on with small children and to then deepen them through lifelong learning.

Creativity is an anthropologically basic character trait of human beings and essential for the self-reformation of society, including the reformation of science and culture. The relation of creativity and thinking means openness as well as critical reflection.

How can we foster creativity and self-reflective thinking in schools? Which approaches, methodologies, strategies, and possibilities do we see offered through our educational system? How do we understand the relation between individual and collective creativity? What contribution can philosophy make for the future of a knowledge-based society?

The Austrian Centre of Philosophy with Children organised a yearly conference - a conference that has already become a tradition - with the aim of exchanging philosophical ideas and theories grounded in interdisciplinary and intercultural perspectives with reference to new research projects and practical approaches. This year's conference will examine the role of creativity and thinking in children's development of life skills.

The congress offers papers and reports from international experts, an overview about the current state in research, exciting debates and a
wide range of project presentations. It provides an important intercultural and interdisciplinary forum were academic discussions and exchanges of personal experiences can take place. The program offers the approximately 200 participants from 18 countries, among them 24 speakers, an eventful conference.

The themes of the conference cover the following fields:

  • Creativity and thinking
  • Virtual worlds- creativity and imagination
  • Lifelong learning
  • Citizenship and democracy
  • Transculturality  and transdisciplinarity
  • Philosophy and ethics in school
  • Culture, integration and education
  • Pluralistic dimensions of philosophy with children

Call for Papers: Deadline: 31. Juli 2009
   
Place: Karl-Franzens-University Graz, Meerscheinschlößl, Mozartgasse 3, A-8010 Graz

Conference fee: EUR 50, students and members EUR 30

Bank details : Account holder: Österreichische Gesellschaft für Kinderphilosophie; Bank: Stmk. Bank und Sparkassen AG; IBAN: AT982081502700802255; BIC: STSPAT2GXXX

Organisation: ACPC Austrian Centre of Philosophy for Children, Schmiedgasse 12, A-8010 Graz; email: kinderphilosophie [at] aon.at

Tel and Fax: +43 (0) 316 / 81 15 13

Homepage: http://www.kinderphilosophie.at

Language: English and German as official languages of the conference
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: New article by Oscar Brenifier (To Philosophize is to Cease Living)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #10
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: New article by Oscar Brenifier
If to philosophize is learning to die, learning how to die, it cannot be done except than by practicing dying. Thus our proposal is that to philosophize is actually dying, in order to acquire a real experience of death. So we will try in this text to show that to philosophize is to cease living, or in other words, how philosophy is opposed to life.

Go to article
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Warning over narcissistic pupils (Dr. Carol Craig at the ASCL)  in the forum: Miscellaneous
Avatar
Oyvind (Administrator) #11
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Warning over narcissistic pupils
BBC reports today from Dr. Carol Craig's lecture at the ASCL conference (Association of School and College Leaders) this weekend. Dr. Craig says:

  • The growing expectation placed on schools and parents to boost pupils' self-esteem is breeding a generation of narcissists.
  • Children are being over-praised and are developing an "all about me" mentality. An obsession with boosting children's self-esteem is encouraging a narcissistic generation who focus on themselves and feel "entitled".
  • Schools need to reclaim their role as educators, not psychologists. Schools are not surrogate psychologists or mental health professionals.
  • The self-esteem agenda, imported from the United States, is a "a big fashionable idea" that has gone too far.
  • Narcissists make terrible relationship partners, parents and employees. It's not a positive characteristic. We are in danger of encouraging this.
  • We are kidding ourselves if we think that we aren't going to undermine learning if we restrict criticism.

We totally agree with all of this. This pathological practice has got to stop! It is good to see that there are some professional educators still in their right mind.
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: The Driver and the Drunken Peasant (Article on «Oscar Brenifier»)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #12
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: The Driver and the Drunken Peasant
Yours truly has committed an article dealing with the philosophical views of Mr. Oscar Brenifier, the French philosopher who is becoming more and more famous world-wide for his very Socratic take on philosophical practise, be it with adults or children. Here is how the article starts:

On the very last day of the workshop The art of questioning held at La Chapelle St André July 7-13, 2008—a drowsy and picturesque village in the midst of Burgundy—the master mind, the chief questioner, the great manipulator and anti-democrat, the ever-bantering paper tiger, the self-appointed executioner, the French-Algerian Bodhisattva Oscar Brenifier expressed his usual wish to put himself under the knife, that is to say, he asked if one of the participants would like to facilitate a philosophical consultation with him as the subject. He had had consultations with us every evening for the last week, so it seemed right to change hats on the last day. There was some hesitation at first, which is typical whenever Oscar issues one of his “friendly requests,” but then a woman volunteered for the job. Following another request from Oscar she picked one of the other participants as her co-questioner or coach.

Read the article “The Driver and the Drunken Peasant”
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: New article by Oscar Brenifier (Nasruddin Hodja - a master of the negative way)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #13
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: New article by Oscar Brenifier
Brenifier argues in this article that philosophy is primarily a negative impulse, or rather it should be, to make us truly aware of ourselves and our own thinking. Philosophy—inspired by Socratic questioning and the cynics' propensity for shock and surprise—should always try to destabilise what common knowledge and general principles seek to establish. This is the only way to achieve genuine thinking based not just on idle imagination but on the reality principle.

The mythical medieval figure Nasruddin Hodja serves as an example of such negative philosophy or anti-philosophy. Nasruddin—with his vast repertoire of challenging retorts and human weaknesses—demonstrates that there are more effective ways to awake consciousness in a subject than by promoting traditional learning and objective information or indulging in pleasant conversation.

Read more
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: New article by Oscar Brenifier (Caring thinking about caring thinking)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #14
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: New article by Oscar Brenifier
Among the aficionados of Philosophy with children, called P4C by the initiated, there is a concept that has gained a lot of popularity over the last few years: “caring thinking”. Appealing to the traditional criteria of “goodness” or “quality” in the modern American tradition, which has now been universalized through the Internet, we might well conclude that if it’s popular it must be good! Be it the hit parade, the best seller’s list or the “Ten best” classical concept on U.S. and affiliated campuses, all of which fit very well with basic principles of marketing. Thus this “caring thinking” has become now such an overtly and widely claimed characteristic of philosophical practice with children, so much so that recently one could read in the mails of an international forum, without any reactions from readers, a P4C practitioner claiming that indeed this “caring thinking” was the primary—we could have almost heard the sole…—interest for philosophizing with children, the main reason to do it.

Read more...
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
topic: Work or play? (Is philosophy supposed to be fun all the time?)  in the forum: Doing philosophy with children
Avatar
Oyvind (Administrator) #15
User title: Children and youth philosopher
Member since Oct 2006 · 73 posts · Location: Eidsvoll, Norway
Group memberships: Administrators, Comenius, Members
Show profile · Link to this post
Subject: Work or play?
Philosophical dialogue may be compared to pressing the pause button during a movie in order to analyse and reflect upon the statement. Kids find this boring. They say: come on, let’s get on with the film! It’s boring to look at the same picture frame all the time! Yes, and it is boring to talk about the same thing for more than two seconds. Kids don’t like persistence and perseverance, nor self discipline and patience. But these are required in order to do philosophy. Or no?
Retention of strangeness is the only antidote to estrangement. T. W. Adorno
Close Smaller – Larger + Reply to this post:
Special characters:
Page:  1  2  3  4  next 
Special queries
Go to forum
Not logged in. · Lost password · Register
This board is powered by the Unclassified NewsBoard software, 20120620-dev, © 2003-2011 by Yves Goergen
Current time: 2013-05-24, 05:02:01 (UTC +02:00)