The still astonishing expansion of the American university since World War II has transformed the nation's intellectual and cultural life in myriad ways. Most intellectual historians familiar with this period would agree, I suppose, that among the conspicuous changes is the sheer increase in the size and diversity of intellectual and cultural activity taking place on campuses across the country. After all, we know that colleges and universities that employ us also provide full- and part-time academic appointments to (...) novelists, poets, playwrights, filmmakers, choreographers, composers, classical and jazz musicians, painters, photographers, and sculptors, even though most of them probably began their careers with little or no desire to join us in the halls of academe. This now widespread employment practice has decentralized the nation's literary and artistic talent. It also has made for a manifold increase in degree-granting programs in writing and the creative arts. One example will suffice here. When World War II ended, there were a small handful of university-based creative-writing programs. Over the course of the next thirty years, the number increased to fifty-two. By 1985, there were some 150 graduate degree programs offering an MA, MFA, or PhD. As of 2004, there were more than 350 creative-writing programs in the United States, all staffed by practicing writers and poets, many of whom now also hold advanced degrees in creative writing. (shrink)

This book is the first to outline the history of the tactic of 'no platforming' at British universities since the 1970s, looking at more than four decades of student protest against racist and fascist figures on campus. The tactic of 'no platforming' has been used at British universities and colleges since the National Union of Students adopted the policy in the mid-1970s. The author traces the origins of the tactic from the militant anti-fascism of the 1930s-1940s (...) and looks at how it has developed since the 1970s, being applied to various targets over the last 40 years, including sexists, homophobes, right-wing politicians and Islamic fundamentalists. This book provides a historical intervention in the current debates over the alleged free speech 'crisis' perceived to be plaguing universities in Britain, as well as North America and Australasia. No Platform: A History of Anti-Fascism, Universities and the Limits of Free Speech is for academics and students, as well as the general reader, interested in modern British history, politics and higher education. Readers interested in contemporary debates over freedom of speech and academic freedom will also have much to discover in this book. (shrink)

The harshness and unpredictability of early life circumstances shape life history strategies for trade-offs between the resources devoted to somatic and reproductive efforts of individuals in the developmental process. This paper uses belief in a just world as a reflection of early environmental cues to predict an individual’s life history strategies. Research has found that belief in a just world influences life history strategies through a sense of control. However, the relationship between a sense of control and (...) a life history strategy is flawed because influencing life history strategies should be intrinsic to control strategies rather than a sense of control. A total of 408 Chinese undergraduate students completed the Personal Belief in a Just World Scale, Mini-K Scale, and Primary and Secondary Control Scale. Structural equation modeling suggested that belief in a just world can directly or indirectly influence life history strategies through primary and secondary control strategies, respectively; there was no statistical difference in the degree of influence between the two paths. These results deepen our understanding of the underlying mechanisms in the relationship between belief in a just world and life history strategies, which can be utilized to ensure a slow life history strategy among Chinese university students in the future. (shrink)

One of the earliest and most influential treatises on the subject of this volume is Aristotle's Categories. Aristotle's title is a form of the Greek verb for speaking against or submitting an accusation in a legal proceeding. By the time of Aristotle, it also meant: to signify or to predicate. Surprisingly, the "predicates" Aristotle talks about include not only bits of language, but also such nonlinguistic items as the color white in a body and the knowledge of grammar in a (...) man's soul. (Categories I/ii) Equally surprising are such details as Aristotle's use of the terms 'homonymy' and 'synonymy' in connection with things talked about rather than words used to talk about them. Judging from the evidence in the Organon, the Metaphysics, and elsewhere, Aristotle was both aware of and able to mark the distinction between using and men tioning words; and so we must conclude that in the Categories, he was not greatly concerned with it. For our purposes, however, it is best to treat the term 'predication' as if it were ambiguous and introduce some jargon to disambiguate it. Code, Modrak, and other authors of the essays which follow use the terms 'linguistic predication' and 'metaphysical predication' for this. (shrink)

This paper studies the attempts (and failure) of Russian revolutionaries to mobilize the peasantry in the decade leading to the Soviet revolution of 1917. Peasants, who had been emancipated from serfdom only four decades earlier, in 1861, were still largely propertyless and poor. This would, at first glance, make them a ripe target for revolutionary activity. But peasants were largely refractory. We explain this lack of revolutionary spirit through two models. First, despite their lack of education and political awareness, the (...) peasants were rational in their refusal to participate in revolutionary activity; they engaged in a cost–benefit calculus which pushed them away from revolt and political organization. Second, based on the Wildavsky–Thompson cultural types, Russian peasants were largely fatalist: they believed they had no influence on the world, so it was not worth attempting to change it. This paper sheds light on some aspects of the Russian revolution, but also encourages further research in history and economic sociology on the interaction between culture and incentives. (shrink)

Name der Zeitschrift: Journal of Ancient History Jahrgang: 5 Heft: 2 Seiten: 280-303.

Continuing the exploration of a theme that has figured prominently in previous issues of this journal, articles translated for the present issue illuminate various aspects of the fate of philosophy in twentieth-century Russia. The development of philosophy in Russia has encountered extraordinary institutional obstacles for nearly two centuries. Following the Decembrist Revolt of 1825, the tsarist authorities banned the teaching of philosophy in university classrooms as a potential source of revolutionary ideas. The ban was partially modified in 1863 only to (...) permit commentary on certain specified texts of ancient philosophy and was not lifted until 1889. During the 1920s, the Bolsheviks in authority gradually enforced increasingly strict ideological controls on the teaching and publishing of philosophy, so that by the early 1930s no doctrine other than the Marxist-Leninist orthodoxy could be taught or advocated in print. (shrink)

It is generally acknowledged that there were two schisms in the early history of the phenomenological movement. The first, the Great Phenomenological Schism, started between 1905 and 1913, as many of his younger contemporaries, for example Pfänder, Scheler, Reinach, Stein, and Ingarden, rejected Husserl’s transformation of phenomenology from the descriptive psychology of the Logical Investigations into the transcendental idealism of Ideas I. The second, the Phenomenological-Existential Schism, happened between 1927 and 1933, as it emerged that with Being and Time (...) Heidegger’s philosophy had moved away from Husserl’s transcendental phenomenology of consciousness toward an ontological analytic of human existence as the way to an interpretation of the question of the meaning of Being. This paper is about neither the first schism per se nor the second schism per se but about the relationship between the two. It suggests that the first schism anticipated the second and the second recapitulated the first, so that, although the first could have occurred without the second, the second would not have happened as it did without the first. It also indicates that the second schism lies temporally much closer to the first schism than has been hitherto appreciated. Above all, the paper seeks an answer to this question: How do the Great Phenomenological Schism and the Phenomenological-Existential Schism illuminate one another philosophically? (shrink)

Gilles Deleuze’s engagements with mathematics, replete in his work, rely upon the construction of alternative lineages in the history of mathematics, which challenge some of the self imposed limits that regulate the canonical concepts of the discipline. For Deleuze, these challenges provide an opportunity to reconfigure particular philosophical problems – for example, the problem of individuation – and to develop new concepts in response to them. The highly original research presented in this book explores the mathematical construction of Deleuze’s (...) philosophy, as well as addressing the undervalued and often neglected question of the mathematical thinkers who influenced his work. -/- In the wake of Alain Badiou’s recent and seemingly devastating attack on the way the relation between mathematics and philosophy is configured in Deleuze’s work, Simon Duffy offers a robust defence of the structure of Deleuze’s philosophy and, in particular, the adequacy of the mathematical problems used in its construction. By reconciling Badiou and Deleuze’s seeming incompatible engagements with mathematics, Duffy succeeds in presenting a solid foundation for Deleuze’s philosophy, rebuffing the recent challenges against it. -/- Simon B. Duffy is a Senior Lecturer in Philosophy at Yale-NUS College, Singapore, and Honorary Research Associate in the Department of Philosophy at the University of Sydney, Australia. He is the author of The Logic of Expression: Quality, Quantity, and Intensity in Spinoza, Hegel and Deleuze (2006). (shrink)

Unlike so many present-day historians, Momigliano did not proceed according to the absolute dogmas of a new program of historical scholarship, method, or perspective. Rather, his scholarly work grew organically from the connection between personal initiatives and existential forces. Momigliano's lifelong theme was the historical dimension of the contacts among cultures, religions, and civilization. He made no absolute claims for his own method. His scholarly works are briefly summarized, including: his concern with the problematic of Johann Gustav Droysen's position and (...) of Hellenism in general; his general review of the Italian investigations into Greek history and examination of the structure of the history of the Imperium Romanum; his activities during the years at Oxford; and his inaugural lecture as professor of ancient history at University College London in 1952, as well as the wide variety of individual studies which followed. Momigliano welcomed the worldwide expansion of scholarly work in his field, but saw more clearly and earlier than others the dangers that grew with the field. In his view, only the safeguarding of the historical foundations and precise knowledge of the history of historiography solidly based on them would ensure the continuation of historical scholarship. (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)

The challenges public comprehensive universities face today are expanding—they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacrificing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today’s environment will likely test the capabilities of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both (...) the history of the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws much-needed attention to a set of institutions that has historically received little notice, yet play an important role in meeting our new attainment goals and helping the American economy grow. Book Features: Examines the role of comprehensive universities from start to finish—their history and future. Uses empirical analysis to explore complex questions about which students choose these universities and why. Explores how these institutions might struggle under a federal ratings system such as the one proposed by President Obama. Discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs. Provides recommendations to inform future decisions about higher education policy. (shrink)

This book demonstrates that the important educational developments of the Elizabethan and early Stuart periods, which are often portrayed as new and revolutionary in nature, were in fact the culmination of an evolutionary process more than two centuries old. It also shows that popular literacy was considerably more widespread by the time of Spenser and Shakespeare than most recent studies suggest. The book treats the long period 1348–1648 as a unit by discounting the importance of the year 1485, which marked (...) the end of one dynasty and the beginning of another but had no discernible effect on educational and cultural conditions. Additionally, it argues that the massive changes of the final years of Henry VIII, which momentarily disrupted the universities and the grammar schools of the realm, were beneficial in the long run, since local energies were thereby unleashed and greater public support for educational institutions of all kinds soon materialized. A period of steady growth continued until the 1640s and 1650s, when the bitter experiences of the Civil War and rancorous arguments about the role of the universities and the grammar schools in precipitating the outbreak of hostilities caused the mainstream of public opinion to question the efficacy of advanced education, which increasingly came to be seen as a threat to established values and traditions. Thereafter an era of decline began that lasted until the mid-nineteenth century. Finally, the book treats the important contributions made by both clerics and women during the long period 1348–1648. Although laymen were the greatest beneficiaries of the steady widening of educational opportunity during those three centuries, clerics and women provided most of the funds, without which many fewer colleges, schools, and scholarships for poor boys would have been established. They did so because of their belief that improved education was necessary for the further spread of the Christian message. (shrink)

Physics in Oxford, 1839-1939 offers a challenging new interpretation of pre-war physics at the University of Oxford, which was far more dynamic than most historians and physicists have been prepared to believe. It explains, on the one hand, how attempts to develop the University's Clarendon Laboratory by Robert Clifton, Professor of Experimental Philosophy from 1865 to 1915, were thwarted by academic politics and funding problems, and latterly by Clifton's idiosyncratic concern with precision instrumentation. Conversely, by examining in detail the work (...) of college fellows and their laboratories, the book reconstructs the decentralized environment that allowed physics to enter on a period of conspicuous vigour in the late nineteenth and early twentieth centuries, especially at the characteristically Oxonian intersections between physics, physical chemistry, mechanics, and mathematics. Whereas histories of Cambridge physics have tended to focus on the self-sustaining culture of the Cavendish Laboratory, it was Oxford's college-trained physicists who enabled the discipline to flourish in due course in university as well as college facilities, notably under the newly appointed professors, J. S. E. Townsend from 1900 and F. A. Lindemann from 1919. This broader perspective allows us to understand better the vitality with which physicists in Oxford responded to the demands of wartime research on radar and techniques relevant to atomic weapons and laid the foundations for the dramatic post-war expansion in teaching and research that has endowed Oxford with one of the largest and most dynamic schools of physics in the world. (shrink)

Globalism is probably the most frequently used term describing our current age. Found in many contexts, it is often a vague concept referring to a host of different figurations of post-industrial society. European expansion, the growth of the global economy, mass immigration and the planetary expansion of international relations are merely some of the phenomena associated with globalism. Yet globalism taken in its most neutral form of global history is not merely a trendy catch-all phrase for the challenges of (...) our age but has its origins in the efforts of the enlightenment—to rewrite the theological universal histories of the Middle Ages. There is a close relationship between the historiography of universal history and the current ideology of globalism. By juxtaposing the two main strands of universal history (the universal history of mankind vs. the cyclical history of individual peoples) to the problem of European identity, I show that the theoretical problems which caused the demise of universal history continue to plague globalism. Such an analysis of the ideological foundations of globalism is central not only to the current debate on the (re-) construction of European history, but also in the discussion on what constitutes European ideas. ☆ This essay is a revised version of a talk held at the Society for the Humanities, Cornell University, in the Fall of 2005. I would like to thank Dominick LaCapra, Leslie Adelson and Davydd Greenwood for the opportunity to give this talk at Cornell. I thank Louis N. Kurs of St. John's College for his stimulating conversation on the matter. (shrink)

This paper is a response to INQUIRY editor Frank Fair’s invitation to me to write a reflective piece that sheds light on my involvement in the field of Critical Thinking Studies . My response is in two parts. The two parts together might be called “Reflections on the nature of critical thinking and on its status across the college/university curriculum.” The parts together have been written with a long term and large-scale end in view. If successful the two parts will (...) shed light on why the critical thinking movement has not yet contributed significantly to human emancipation or to more just and fair-minded communities . It will also present some strategies for making such a contribution. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The History of Ideas:Precept and Practice, 1950–2000 and BeyondAnthony GraftonIn the middle years of the twentieth century, the history of ideas rose like a new sign of the zodiac over large areas of American culture and education. In those happy days, Dwight Robbins, the president of a fashionable progressive college, kept "copies of Town and Country, the Journal of the History of Ideas, and a small (...) magazine—a little magazine—that had no name" on the table in his waiting room. True, Robbins did not exist: he was the fictional president of Randall Jarrell's equally fictional Benton, a liberal arts dystopia where "[h]alf of the college was designed by Bottom the Weaver, half by Ludwig Mies van der Rohe."1 But Jarrell's notation of the Journal's status was accurate nonetheless.2The Journal, in the twenty years or so after its foundation, attracted attention from many quarters, some of them unexpected. And it occupied a unique position, between the technical journals of history and philology, [End Page 1] each firmly identified with a discipline, in which professional humanists normally published their results, and the quarterlies, often based not in disciplines but in liberal arts colleges and universities, which cultivated a mixed readership to which they offered fiction and poetry as well as essays. By contrast with both, the JHI fifty years ago ran on a rich mix of technical articles and wide-ranging essays that could easily have attracted the attention of a sophisticated administrator—or at least made a good impression on his coffee table. Bliss was it to be a subscriber in that happy day when the JHI glowed with something of the luster that haloed Representations in the 1980s and Critical Inquiry more recently.3The main reason for the Journal's prominence was that it represented a new field, appealingly located between disciplines as the Journal was between other sorts of periodical. In its postwar heyday, the history of ideas was not a dim subdivision of history, itself a discipline whose luster has worn off with time, but an intellectual seismic zone where the tectonic plates of disciplines converged and rubbed against one another, producing noises of all sorts. In recent years, it has sometimes seemed impossible, even to the best informed observers, that intellectual history, or the history of ideas, ever enjoyed this sort of prestige. A quarter century ago, Robert Darnton surveyed the state of intellectual and cultural history in the United States in an informative and influential essay. Using a language more resonant of the historical President Carter than the fictional President Robbins, Darnton detected "malaise" everywhere he looked. In the fifties, he noted, intellectual historians had seen "their discipline as the queen of the historical sciences. Today she seems humbled." True, desperate cries for help were not yet called for. Historians continued to write histories of ideas, and even to cast them in the technical languages of A.O. Lovejoy or Perry Miller: "one still finds 'unit-ideas' and 'mind' among the trendier terms." The just-published Dictionary of the History of Ideas, moreover, offered a vast selection of Lovejoyan formal analyses, systematically organized, to the reading public.4 [End Page 2]But for the last ten years, Darnton argued, younger scholars, especially graduate students, had been scrambling over the gunwales of the good ship History of Ideas, abandoning the effort to converse abstractly with the mighty dead, and clambering in hordes over the side of a newer vessel, Social History, which boasted a Hogarthian passenger list of heretics, misfits, and military women. At the level of the dissertations written in history departments, social history was outpacing intellectual, by a proportion of three to one. At the level of the scholarly journal, too, social history had forged ahead, though by a smaller margin. In the murkier, but no less significant, world of opinion, finally, the decline of intellectual history appeared clearest. History of ideas no longer occupied the cutting edge in young scholars' mental vision of their discipline.Social history, after all, had captured the minds of a generation—or a large percentage of it—in the 1960s, thanks both to the power of... (shrink)

This short history of Pembroke College, Cambridge appeared in 1936, during a particularly successful period for the college in terms of both academic and sporting achievements. Pembroke was founded in 1347, when Edward III granted Marie de St Pol, widow of the Earl of Pembroke, a licence for the foundation of a new educational establishment in the young University of Cambridge. The college flourished, and from the mid-nineteenth century expanded greatly. The author of this book, which is still regarded (...) as the 'official history of Pembroke College', was a leading authority on the college's history. However, he died before the manuscript could be completed, and the final part was written as a postscript by S. C. Roberts, a former Master of the college. The book has delightful illustrations and a thorough index of the influential scholars, former students and benefactors connected with the college over the centuries. (shrink)

The Lancashire Independent College in Whalley Range, Manchester, was built to train Congregational ministers. As the first of a number of Nonconformist educational institutions in the area, it illustrates Manchester‘s importance as a centre of higher education generally and Nonconformist education in particular. The building was designed by John Gould Irwin in Gothic style, mediated through references to All Souls College in Oxford by Nicholas Hawksmoor, whose architecture also inspired Irwins Theatre Royal in Manchester. The College was later extended by (...) Alfred Waterhouse, reflecting the growing success of the institution, which forged links with Owens College and went on to contribute, with other ministerial training colleges, to the Universitys Faculty of Theology established in 1904. The building illustrates an interesting strand in early nineteenth-century architectural style by a little-known architect, and has an important place in the history of higher education in north-west England. (shrink)

In an influential article, A. I. Sabra identified an intellectual trend from twelfth and thirteenth-century Andalusia which he described as the ‘‘Andalusian revolt against Ptolemaic astronomy.” Philosophers such as Ibn Rushd , Ibn Tufayl , and Maimonides objected to Ptolemy’s theories on philosophic grounds, not because of shortcomings in the theories' predictive accuracy. Sabra showed how al-Bitrūjī's Kitāb al-Hay'a attempted to account for observed planetary motions in a way that met the philosophic standards of those philosophers and others. In Nūr (...) al-‘ālam , the subject of this article, Joseph ibn Joseph ibn Nahmias endeavoured to improve upon al-Bitrūjī’s models. Levi Ben Gerson's Hebrew writings on astronomy criticized al-Bitrūjī, but Ibn Nahmias did not mention them. Nūr al-‘ālam deserves attention, too, because it is the first Arabic text on theoretical astronomy by a Jewish author to come to light. In the body of this article, I will describe and analyze Ibn Nahmias’ theory, from Nūr al-‘ālam , for the motion of the sun. (shrink)

During the first two decades of the 20th century, the expansion of private foundations and philanthropic initiatives in the United States converged with a comprehensive, nationwide agenda of progressive education and post-war social reconstruction that situated childhood at its core. From 1924 to 1928, the Laura Spelman Rockefeller Memorial was the main foundation behind the aggressive, systematic funding of the child development movement in North America. A pioneering institution, the Institute of Child Welfare Research, established in 1924 at Columbia's Teachers (...) College, was the first Rockefeller-funded programme of its kind at an American university. The Institute was influential in helping set up a nationwide network of child welfare institutes at other universities. Twelve years later, it would also be the first of those institutes to close. Nonetheless, the Institute's context, emergence, and development have been overlooked or misrepresented by previous scholarship, which calls for a new, critical historical analysis. By drawing on a number of archival sources and unpublished materials, this paper offers a critical reconstruction of the Institute's internal, often unstable history, emphasizing its origins, members, and administrative changes. I argue that the demise of the Institute should be understood in the context of both the revision of philanthropic policies in the late 1920s and the Institute's singular emphasis on teaching and training over research. The resulting narrative allows for a deeper, more informed understanding of both the Institute's origins and its eventual folding. (shrink)

Sex and sensibility: The role of social selection Content Type Journal Article DOI 10.1007/s11016-010-9464-6 Authors Erika L. Milam, Department of History, University of Maryland, 2115 Francis Scott Key Hall, College Park, MD 20742, USA Roberta L. Millstein, Department of Philosophy, University of California, Davis, One Shields Avenue, Davis, CA 95616, USA Angela Potochnik, Department of Philosophy, University of Cincinnati, P.O. Box 210374, Cincinnati, OH 45221, USA Joan E. Roughgarden, Department of Biology, Stanford University, Stanford, CA 94305-5020, USA Journal Metascience (...) Online ISSN 1467-9981 Print ISSN 0815-0796. (shrink)