Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and subjective NOS as measured using VNOS-D as pre- and post-test surveys. Social and cultural context of science was not accessible for the students. Students in second, third, and fourth grades (...) were able to attain adequate views of empirical NOS, the role of observation and inference, creative and imaginative NOS, and subjective NOS. Students were not able to express adequate views of socially and culturally embedded NOS. Most gains in NOS eroded by the next school year, except for tentative NOS for both groups and creative NOS for the inquiry group. (shrink)

We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.

The article offers a general account of the genesis of the absolute differential calculus (ADC), paying special attention to its links with the history of differential geometry. In relatively recent times, several historians have described the development of the ADC as a direct outgrowth either of the theory of algebraic and differential invariants or as a product of analytical investigations, thus minimizing the role of Riemann’s geometry in the process leading to its discovery. Our principal aim consists in challenging (...) this historiographical tenet and analyzing the intimate connection between the development of Riemannian geometry and the birth of tensor calculus. (shrink)

_A sweeping, ambitious history of American democratic socialism from one of the world’s leading intellectual historians and social ethicists__ “The movement whose tangled history Gary Dorrien tells in _American Democratic Socialism_ has deep roots in the very ‘American’ values it is accused of undermining.... The version of the socialist left that emerges is one that deserves more attention.”—Hari Kunzru, _New York Review of Books__ Democratic socialism is ascending in the United States as a consequence of a widespread recognition (...) that global capitalism works only for a minority and is harming the planet’s ecology. This history of American democratic socialism from its beginning to the present day interprets the efforts of American socialists to address and transform multiple intersecting sites of injustice and harm. Comprehensive, deeply researched, and highly original, this book offers a luminous synthesis of secular and religious socialisms, detailing both their intellectual and their organizational histories. (shrink)

The history of religions is divided into phenomenological and historical branches: the former has no definite interpretative categories but the latter does, namely the "religions" - Hinduism, Buddhism, Christianity, and others. But the "religions" are misleading and preclude understanding, for these categories were imposed before historical research and are neither historical nor religious. A definition of religion is needed to. begin, and Tillich's suggestion - religion is ultimate concern -is functional, enables us to identify what we are looking for, (...) and is non-judgmental. The "religions," on the other hand ' imply an essence of each religion and preclude the examination of the religious experience of each individual in his own terms. The historical study of religion should be undertaken according to areas, not "religions," and the final step should be determination of the "types" of concern-the task of phenomenology. (shrink)

This article describes .a course in the philosophy of mathematics that compares various metaphysical and epistemological theories of mathematics with portions of the history of the development of mathematics, in particular, the history of calculus.

The history of ideas is an interdisciplinary field that began as an offshoot of the history of philosophy and was transformed by notions of perspective and cultural context drawn from the tradition of historical studies. The result is the practice of intellectual history, which has been carried out between the poles of inquiry commonly known as internalist and externalist, corresponding to mental phenomena and collective behavior in cultural surroundings. These are not opposed but rather complementary methods, and (...) intellectual history may be seen as the inside of cultural history and cultural history as the outside of intellectual history, the intellectual historian's task being to bring the two into alliance. (shrink)

This book brings together essays on themes of human rights and legal history, reflecting the long and distinguished career as academic writer and human rights activist of Brian Simpson. Written by colleagues and friends in the United States and Britain, the essays are intended to reflect Simpson's own legal interests. The collection opens with biography of Simpson's academic life which notes his major contribution to legal thought, and closes with an account of his career in the United States and (...) a bibliography of his writings. As a tribute to Simpson's varied interests in the law, the collection is grouped around themes in human rights, legal philosophy, and legal history. The human rights papers are concerned with the history of the right of individual petition to the European Court of Human Rights, and recent successes in which Brian Simpson played a part; the evolution of a transnational common law of human rights; the United Nations Convention on the Rights of the Child and the interpretation of the provisions on identity in France and England; the suspension of human rights which would have occurred, had the emergency War Zone Courts scheme been brought into effect during wartime; historical resistance to colonial laws in Papua New Guinea; and the ratio decidendi of the story of the Prodigal Son. Historical themes are found in essays concerned with three nineteenth-century Lord Chancellors; in two essays relating to the fate of the civil jury on either side of the Atlantic which provide a fascinating comparison; in the 'battle of the books' which led to changes in eighteenth-century copyright law; and judicial rivalry between King's Bench and Common Pleas in the early modern period. (shrink)

Henry St. John, Viscount Bolingbroke, was the mastermind behind the Treaty of Utrecht in 1713 that ended the War of the Spanish Succession, and a lifelong rival of Britain’s first Prime Minister, Sir Robert Walpole. He is also known for his political use of history based on the saying of Dionysius of Halicarnassus: ‘history is a philosophy teaching by examples’. While much scholarly attention has been paid to Bolingbroke’s historical criticism of Walpole’s Whig oligarchy, his discussion of European (...) international history has been treated as a mere vindication of the Treaty of Utrecht, thus not meriting further investigation. This article reconstructs Bolingbroke’s writings on European politics as a history of British foreign policy. Arguing that his focus was on Britain’s role in maintaining the balance of power, this article demonstrates that, contrary to popular belief, Bolingbroke attacked the Hanoverian government not for its involvement in European politics per se but for its abandonment of the Old System of William III against France. Bolingbroke believed history was repeating itself. As the Stuarts had helped France achieve hegemony half a century ago, the Hanoverians enabled France to regain supremacy in their pursuit of private interests, re-disrupting the European balance of power. (shrink)

This volume includes recent contributions to the philosophy of science from a historical point of view and of the highest topicality: the range of the topics covers all fields in the philosophy of the science provided by authors from around the world focusing on ancient, modern and contemporary periods in the development of the science philosophy. This proceedings is for the scientific community and students at graduate level as well as postdocs in this interdisciplinary field of research.

The meticulous printing at a moderate price of this remarkable work is a credit to the publisher. During the past thirty years M. Gilson has been the greatest single influence upon lay readers in reviving serious interest in the clerical speculation, which for twelve hundred years conscientiously spanned the gap between the collapse of Greek science and Roman law and the late sweep of modern sciences and their secular philosophies. Preoccupation with short-term apologetics after the Reformation increased clerical aloofness from (...) professional science and philosophy and probably increased the non-scholastic’s assumption that the Christian Era was merely a dark or middle age between ancient and modern intellectual life. In fact, early and medieval thinkers gradually confronted their Christian faith and pagan science and against the basso ostinato of secular warfare developed the varied themes of scientific theology and human philosophy, which crystallized into the mature Scholasticism of the thirteenth century. Hence the seventeenth century founders of modern philosophy, as M. Gilson first found à propos of Descartes, started to philosophize from a metaphysical inheritance much richer than the original Greek patrimony, especially in the light it cast upon the reality of God, the origin of the universe in which man lives, the nature and destiny of man himself. To overlook this linking inheritance, is to make modern philosophy less intelligible; while to personally judge its value, we must return to its historical sources. This is the task to which M. Gilson has devoted his pioneering judgment; this work is probably the final synthesis of his scholarship. (shrink)