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)

This contribution first searches for historical and empirical evidence for whether and how curricula act or acted as a measure of public education. The problem is explicated on account of a short history of curriculum work and distinguished in a analytical, a political, programmatical and practical discourse of curriculum work. Curriculum work always underlies premises of planning, learning and effects. Three models are finally developed and brought in touch with the different discourses. (...) class='Hi'>Curriculum work proves to be an attempt to make publicly acceptable the empirically impossible accountability of schools. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of American Music EducationSondra Wieland HoweA History of American Music Education, 3rd edition, by Michael L. Mark and Charles L. Gary. Lanham, MD: Rowman and Littlefield Education, 2007, 500 pp., $95.00 cloth, $44.95 paper.Mark and Gary's editions of A History of American Music Education are indispensable reading for every music education student, practicing professional music educator, and the general reader who is interested (...) in the development of music teaching in American public schools. Based on excellent secondary sources, this history presents an overview of music education from Colonial America, through the development of textbooks in the nineteenth century and the growth of professional organizations in the early twentieth century, to the expansion of the curriculum and the role of government in education since 1950.This third edition is written by Michael L. Mark, professor emeritus at Towson University in Maryland, and dedicated to the memory of his friend and coauthor, Charles L. Gary.1 Mark has written two other books that complement the history editions. Contemporary Music Education surveys various reform projects since the 1950s, trends in the philosophy of music education, government policies, and the development of new methods.2Music Education: Source Readings includes writings about music education from both the European and American perspectives.3 There are many recent articles and dissertations on the history of music education, but the only recent book is Terese Volk's Music, Education, and Multiculturalism, which describes school programs and materials emphasizing multiculturalism in the twentieth century from a historical perspective.4 Publications in musicology add to our knowledge of the history of music in American society, but musicologists rarely write about music in public schools. Publications on the history of education are helpful in understanding trends in music education, but these publications do not discuss music.The third edition of A History of American Music Education is expanded to 500 pages from the approximately 400 pages of the earlier editions, largely because of new formatting and [End Page 115] spacing that make the third edition easier to read. Each chapter has a reference list in APA style in contrast to the Chicago Manual style of the earlier editions, with endnotes plus a bibliography at the end of each chapter. The material in Mark's third edition is basically the same as the earlier editions, with some expansion of the history of music education after 1950.This book, based on secondary sources, is an overview of the history of music in American public schools, showing the response of education to societal needs during various historical periods. There is an emphasis on the role of national music organizations, especially MENC: The National Association for Music Education (MENC), in advocating for the importance of music for every child. The historical account includes the various justifications for teaching music and discussions of the meaning of music. There were times when music educators were interested in aesthetics, but there were also many times when they were mainly interested in a practical understanding of music and extrinsic motives for including music in the school curriculum.5The first section on "The Western Heritage" (chapters 1-3) briefly covers music in Jewish traditions through the Greek and Roman cultures because the insights of these ancient thinkers influenced all Western societies. The chapter on the Middle Ages through the Reformation shows the role of music as a practical subject, part of the quadrivium with arithmetic, geometry, and astronomy. As music became an integral part of the church, musicians developed methods of teaching note reading. Martin Luther promoted the singing of "good music" in schools and education in the vernacular for the middle classes. With the development of Italian conservatories and the patronage of music by the elite classes of the Renaissance, music training became specialized for musicians working in the church and courts. These various conflicting European opinions of the role of music in society influenced American education.The second section on "The New World" (chapters 4-5) emphasizes the use of music as a means of praising God. Spanish musicians established successful music education programs in Peru and Mexico to promote Christianity. The French brought Christianity to... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of Scottish PhilosophyC. Jan SwearingenA History of Scottish Philosophy by Alexander Broadie Edinburgh: Edinburgh University Press, 2009. 400 pp. $120.00, cloth; $45.00, paper.Alexander Broadie’s prolific work on Scottish philosophy, particularly the Scottish Enlightenment’s roots in much earlier Scottish thought, deserves to be better known outside of Britain. While its relevance to rhetoric is more indirect than direct, A History of Scottish Philosophy (...) illuminates several strands in Scottish philosophies of the mind and will, doctrines of freedom and liberty, and assessments of moral sense and reason, culminating in a masterful appraisal of the commonsense philosophy that in the eighteenth century became widely associated with prominent Scottish thinkers who were also philosophers of rhetoric, among them Francis Hutcheson, Adam Smith, and Thomas Reid. The innovative senior-level course in rhetoric and moral philosophy created by these thinkers crossed the Atlantic and had a profound influence, still much debated, on the rhetoric, language, and thought of the American founding era. Many Americans are unaware of the sensitivity within Britain that is still attached to the very notion of a Scottish Enlightenment, a fraught context Broadie addresses in his introduction, beginning with elegantly calm descriptions of the Scottishness of Scottish philosophy and the distinctive figures and ideas that converged in the Scottish Enlightenment. Contesting the commonly held view that the [End Page 186] Scottish Enlightenment fizzled out at the end of the eighteenth century, supplanted by a cultural decline into tartan kitsch and maudlin recherché romanticism, Broadie provides solid evidence of ongoing developments in Scottish moral philosophy and theology and of continued Scottish responses to post-Kantian German idealism.Because Kant rebuked Hume’s philosophy, later Scottish responses to Kant were part of a family of ideas that, Broadie explains, continued in conversation with their predecessors and with the influential German philosophers of the nineteenth century. Although Kant sees himself as refuting Hume’s skepticism, Broadie finds in Kant’s thinking a more sophisticated version of Hume’s ideas. He notes commonsense philosopher Thomas Reid’s view that a theory of ideas, the model of mental representations, always ends in skepticism, a view that led Reid and other commonsense philosophers to focus on commonsense perception and liberty: “an account of the relation between the knower and the known, a relationship between a cognitively active subject and an object located in the real world” (319). It need not be said how much these issues of language and mind relationships continue to be debated in philosophical and rhetorical theory. Today’s skepticism, like that of the eighteenth century, defends a profound doubt about the possibility of knowledge, the perception of reality by individuals and groups, the possibility of any communication or rhetorical interactions that are not “always already” spoken. Revisiting these debates in eighteenth-century Scottish thought, Broadie’s commentary provides a number of illuminating recognition scenes.Broadie’s larger point throughout the book is that the idea that liberty is simultaneously intellectual, volitional, moral, and political—that it represents a capacity for intellectual freedom as well as a civic duty to promote liberty—recurs in Scottish philosophy, self-consciously understood as such, from the time of Duns Scotus to the present. Broadie’s meticulous exposition of the self-understood Scottishness of Scottish philosophy and philosophers is a major achievement of the book. American readers will find particularly interesting the discussions of John Witherspoon in the eighteenth century and James McCosh in the nineteenth, who came from Scotland to become presidents of the College of New Jersey/Princeton. I would add to Broadie’s account that Witherspoon’s influence on the American founding era and his role as the only clergyman to sign the Declaration of Independence is substantially rhetorical. Alongside many other Scottish clergy professors in the colonies, he disseminated the Scottish [End Page 187] curriculum in rhetoric and moral philosophy and followed the practice of holding weekly moots and a senior-year matriculation oration that trained students in the practical arts of oral rhetorical composition. James Madison was a protégé among many others and sought Witherspoon’s as well as the Aberdonian James Wilson’s counsel while working on the much-debated... (shrink)

In Culture, Genre, and Literary Vocation, Michael Davitt Bell charts the important and often overlooked connection between literary culture and authors' careers. Bell's influential essays on nineteenth-century American writers—originally written for such landmark projects as The Columbia Literary History of the United States and The Cambridge History of American Literature—are gathered here with a major new essay on Richard Wright. Throughout, Bell revisits issues of genre with an eye toward the unexpected details of authors' lives, and invites us (...) to reconsider the hidden functions that terms such as "romanticism" and "realism" served for authors and their critics. Whether tracing the demands of the market or the expectations of readers, Bell examines the intimate relationship between literary production and culture; each essay closely links the milieu in which American writers worked with the trajectory of their storied careers. (shrink)

Abstract.Ecclesial divisions shape and distort the developing interdisciplinary dialogue between Christian theology and the natural and social sciences in ways that can be better understood by focusing on pneumatology, specifically on the variety of ways in which by grace we relate to the Holy Spirit—as giver of life, as Lord, as powerful anointing, as God's gift of wisdom, and as wellspring from Jesus Christ. Each denominational camp of Christians has centered its appreciation of the Holy Spirit on one of these (...) relationships, sometimes to the neglect or marginalization of others. This appreciation drives the favoring of some scientific disciplines and suspicion of others. For instance, Pentecostals and charismatics emphasize the Spirit upon us, speaking through the prophets. This tends to privilege personal narrative and testimony. The closest cognate science is cultural anthropology. Issues of social construction of reality, cultural imperialism and relativism, and narrative history dominate consideration of science's theological possibilities and pitfalls in ways distinctive to that pneumatological camp. Engagement and disengagement with other disciplines of learning are driven in part by our theological loyalties and antipathies to unreconciled bodies. Hence a fuller engagement with the sciences becomes an ecumenical task, not just a generically Christian or specifically Pentecostal or Wesleyan one. (shrink)

"The role of logic in the Middle Ages. Regarding the role of logic within the framework of arts and sciences during the Middle Ages, we have to distinguish two related aspects, one institutional and the other scientific. As to the first aspect, we have to remember that the medieval educational system was based on the seven liberal arts, which were divided into the trivium, i.e., three arts of language, and the quadrivium, i.e., four mathematical arts. The so-called trivial arts were (...) grammar, rhetoric, and logic, and during a period of several centuries virtually every educated person, at least every university graduate, received a training in these matters, especially in logic. Students in the medieval faculty of arts probably spent more time studying logic than any other discipline. This first -- institutional -- aspect concerning the role of logic is explained by the second -- scientific -- aspect. The trivial disciplines provided techniques of analysis and a technical vocabulary that permeate philosophical, scientific and theological writings. Logic, as mentioned before, was referred to and was generally regarded as the art of arts and the science of sciences. The increasing cultural dominance of the universities with their obligatory disputationes and their hierarchy of examinations on the one hand and the outstanding status of logic on the other were corresponding features of the educational world of the 13th century. The core of the logic curriculum from the 12th century onwards was provided by the logical works of Aristotle. These represented the material for the study of types of predication, the analysis of simple propositions or statements (2) and their relations of inference and equivalence, the analysis of modal propositions, of the structure and the types of the syllogism, dialectical topics, fallacies and scientific reasoning as based on the demonstrative syllogism. Medieval logicians, however, realized that there were other, non-Aristotelian, approaches to logical subjects, questions and methods that could be investigated.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Martin Heidegger and OntologyEmmanuel Levinas (bio)The prestige of Martin Heidegger 1 and the influence of his thought on German philosophy marks both a new phase and one of the high points of the phenomenological movement. Caught unawares, the traditional establishment is obliged to clarify its position on this new teaching which casts a spell over youth and which, overstepping the bounds of permissibility, is already in vogue. For once, (...) Fame has picked one who deserves it and, for that matter, one who is still living. Anyone who has studied philosophy cannot, when confronted by Heidegger’s work, fail to recognize how the originality and force of his achievements, stemming from genius, are combined with an attentive, painstaking, and close working-out of the argument—with that craftsmanship of the patient artisan in which phenomenologists take such pride. In this study, it is important for us to understand, above all, the true intentions of our author, to illuminate what he thinks really needs to be said, and to surmise what is most critical for him.To get to the heart of Heidegger’s system, it seems fitting to begin with a problem that is generally familiar. We choose the problem of knowledge, a deeper understanding of which takes us to the very threshold of Heidegger’s thought. For this problem, central to modern philosophy, is one of the main obstacles of modern philosophy that Heidegger wishes to surmount. Neo-Kantianism, which takes knowledge as the philosophical problem of the first rank, is the movement against which Heidegger rebels with all his strength. We have, thus, every chance of gaining access to his thought by the main door, so to speak. Once inside the system we will try to trace its outlines, 2 reserving, for a second part of our work, the determination of Heidegger’s place in the history of ideas, especially in the phenomenological movement, as well as of his relations with the philosopher to whom he owes so much—Edmund Husserl. 31In its most general form, the problem of the theory of knowledge has a critical significance. It consists in delineating a domain where knowledge can be certain and in determining the criteria for the legitimate scope of knowledge. But this problem, as normal and as simple as it may appear, has deeper roots. That knowledge should need a criterion at all presupposes that truth is not identical to all that is known and that the course [End Page 11] of things can fail to correspond with the course of thought. “How does knowledge correspond to being?” is a more profound formulation of the problem of knowledge.But we are not going to touch anymore on the primordial phenomenon that generates the problem. The problem of correspondence between thing and thought presupposes a free activity of thought and its isolation in relation to the object. It is precisely this presupposition which renders their harmony and even their contact problematic. “How does the subject take leave of itself to attain the object?” is what the problem of knowledge, in the last analysis, boils down to. Its true source is thus the concept of “subject” as elaborated by modern philosophy. The cogito presided over the subject’s birth. The cogito was the affirmation of the privileged nature of the subject’s immanent sphere, of its unique place in existence; hence, the cogito was the specificity of the subject’s connection to the rest of reality, the sui generis nature which opens up the passage from immanence to transcendence, the passage from ideas contained in the thinking substance to 4 their “formal existence.”The concept of the subject, understood as a substance having a specific position in the entire domain of being, presents us with difficulties of two kinds. First, how do we understand this leave-taking from the self which the thinking substance brings about and which displays an entirely original aspect? Indeed, we could say that thought, in reaching out toward objects, does not actually take leave of itself, since its objects—considered as ideas and contents of thought—are, in a certain sense, already within it. In order to make sense of this paradox, Descartes... (shrink)

The thirteenth-century logician Lambert of Auxerre was well known for his Summa Lamberti, or simply Logica, written in the mid-1250s, which became an authoritative textbook on logic in the Western tradition. Our knowledge of medieval logic comes in great part from Lambert's Logica and three other texts: William of Sherwood's Introductiones in logicam, Peter of Spain's Tractatus, and Roger Bacon's Summulae dialectics. Of the four, Lambert's work is the best example of question-summas that proceed principally by asking and answering (...) questions on the subject matter. Thomas S. Maloney's translation of Logica, the only complete translation of this work in any language, is a milestone in the study of medieval logic. More than simply a translation, Maloney's project is a critical, comprehensive study of Lambert's logic situated in the context of his contemporaries and predecessors. As such, it offers a wealth of annotation and commentary. The lengthy introduction and extensive notes to the text explain the origin, theoretical context, and intricacies of the text and its doctrines. Maloney also addresses the disputed issues of authorship, date, and place of publication of the Summa Lamberti and makes available to the English-only audience the French, German, and Italian secondary sources--all translated--that are needed to enter the discussion. "Thomas S. Maloney fully commands the primary and secondary sources necessary to elucidate Lambert's Logica. An expert on Roger Bacon's philosophy, he demonstrates a rare proficiency in medieval Latin and scholastic logic. His references to sources from the ancient (Aristotle and Boethius) and medieval worlds are apposite, perspicuous, and useful. The volume's presentation with an appropriate introduction and commentary in the endnotes will no doubt establish it as an indispensable resource for scholars in the twenty-first century." --Alan Perreiah, University of Kentucky. (shrink)

Since its publication at the beginning of the eighteenth century, the Earl of Clarendon's history of the English Civil War has remained one of the most important sources for our understanding of the events which changed the course of British history. Clarendon held the offices of Lord High Chancellor of England and Chancellor of the University of Oxford; he began his great work after the Restoration of Charles II at the behest of the King himself.This classic (...) class='Hi'>work, long unavailable, has now been reissued by the Oxford University Press in a facsimile of the much-admired 1888 edition. The History of the Rebellion and Civil Wars in England chronicles in absorbing detail the intrigues and upheavals, the alliances and confrontations, the triumphs and the tragedies, of the 1640s and 1650s. In elegant and vital prose it brings to life the personalities who shaped the era, and the principles for which a nation was divided. (shrink)

Since its publication at the beginning of the eighteenth century, the Earl of Clarendon's history of the English Civil War has remained one of the most important sources for our understanding of the events which changed the course of British history. Clarendon held the offices of Lord High Chancellor of England and Chancellor of the University of Oxford; he began his great work after the Restoration of Charles II at the behest of the King himself.This classic (...) class='Hi'>work, long unavailable, has now been reissued by the Oxford University Press in a facsimile of the much-admired 1888 edition. The History of the Rebellion and Civil Wars in England chronicles in absorbing detail the intrigues and upheavals, the alliances and confrontations, the triumphs and the tragedies, of the 1640s and 1650s. In elegant and vital prose it brings to life the personalities who shaped the era, and the principles for which a nation was divided. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Method and Mathematics:Peter Ramus's Histories of the SciencesRobert GouldingPeter Ramus (1515–72) was, at first sight, the least likely person to write an influential history of mathematics. For one thing, he was clearly no great mathematician himself. His sympathetic biographer Nicholas Nancel related that Ramus would spend the mornings being coached in mathematics by a team of experts he had assembled, and in the afternoon would lecture on the (...) very same subjects.1 But there can be no doubt that Ramus held mathematics in particular esteem and even played a crucial role in linking philosophical discourse to mathematics and in promoting the use of quadrivial reasoning in the study of the natural world.2The origins for his enthusiasm for mathematics are to be found in his account of the nature of the arts and critique of the curriculum of the universities. From his earliest career, Ramus was a logician and remained one in all his works, whether writing on mathematics or Virgil, and he conceived [End Page 63] of all the arts, especially mathematics, as unchanging structures of necessarily true propositions—not prima facie a position which lends itself to notions of historical change and development.3 His career as a historian of mathematics, I will argue, was directed by problems that arose in his theoretical understanding of mathematics as he began to immerse himself in the sciences of the ancient world.Ramus and the Reform of DialecticRamus set out his fundamental logical positions in his very first printed work, the Dialecticae institutiones (Education in Dialectic) of 1543, a contribution to the ongoing humanist attack on scholastic logic, in which Ramus rehearsed many of the commonplace criticisms of the university dialectic. Humanists complained that logic no longer concerned itself with real human reasoning; instead, it had become a discipline studied for its own sake, using its own incomprehensible jargon, and was of no practical interest. The new humanist dialectics of Lorenzo Valla and Rudolph Agricola attempted to teach the kind of practical reasoning useful for composing a speech or letter, and they borrowed extensively from rhetorical works of Cicero and Quintilian to develop a highly rhetoricized logic. Questions about the formal validity of arguments were of little interest; what mattered was whether the arguments were persuasive.4In his Dialecticae institutiones, Ramus took this humanist reformulation of dialectic a step further. Dialectic—or, in fact, any art or science—consisted of nature, doctrine, and exercise. The natural workings of the mind formed the most significant element. Doctrine was nothing more than a record of natural reasoning; in importance it paled next to nature and practice.5 The logic of the universities bore no resemblance to the true, natural dialectic, as he argued at length in the companion volume to the Institutiones, the innocuously titled but exuberantly offensive Aristotelicae animadversiones [End Page 64] (Observations on Aristotle).6 The question, then, remained: how can we gain access to this "natural reasoning"?Ramus's answer was surprising. He asks us to find a group of men—not scholars, but completely uneducated vineyard workers. Question them about the coming year: the fertility of the soil, the quality and quantity of the crop. "And then," he writes "from their minds as from a mirror an image of nature will be reflected."7 In the reasoned replies of these uneducated men, says Ramus, we discover every part of logic needed for any purpose, whether everyday discourse or composition of poetry: the invention of arguments, the assessment of their truth and their proper and orderly presentation. Other humanists had praised man's natural logical faculties, elevating them over artificial technique, but Ramus was the first to look beyond the walls of the university and the writings of the ancients to find natural dialectic at work.If even the uneducated have some possession of the arts, then the arts taught at the university should do no more than clear away the misleading junk in the mind, and allow its natural clarity to shine through.8 Logic should be easy to learn—not because this is a pedagogic ideal, but from the very nature of the art. And if logic as it is... (shrink)

Scholars have a history of crossing intellectual borders (Abbott, 2001). In particular, educators draw from a diversity of intellectuals upon which to base our understanding of, for example, schools and society, curriculum content, teaching, and learning. In addition to icons such as Marx, James, Freud, and Dewey, the works of the Frankfurt School (e.g., Horkheimer, Adorno, Marcuse), Foucault, Gilligan, Derrida, Gramsci, West, Arendt, and Fraser, just to name a few, have been used to guide our scholarship and practice. (...) However, with the exception of few scholars (e.g., Peters & Ghiraldelli, 2001), one of America's most controversial scholars,1 Richard Rorty, has been largely ignored. This situation is unfortunate .. (shrink)

Islamic scholars, who encountered works on the classification of sciences together with their translation activities, formed their own classification traditions by classifying the sciences from different perspective. These classifications, which position the sciences by considering the connection between reason and revelation, and pointing to the hierarchy and relationship between the sciences, also reflect the understanding of science on which they are based. In this context, we can talk about two different classification traditions put forward by Islamic philosophers on the one (...) hand and Islamic scholars on the other. At this point, Tashkoprīzāda (d. 958/1561), one of the 16th century Ottoman scholars, created an original classification of sciences that influenced the future by benefiting from both traditions. Tashkoprīzāda, who sees the classification of sciences as a branch of science at the same time, has written four valuable books in this field, especially his book called Miftāhu’s-sa‘āda. These works contain rich information about the history of sciences as well as the classification of sciences. He determined the sciences of fiqh and usūl al-fiqh as a sub-branch of shar‘ī sciences and gave both historical and current information about these sciences by focusing on the works of influential scholars. Tashkoprīzāda, who is followed Hanafi sect and saw the Hanafi school as the most virtuous one, handled the fiqh section by putting the Hanafi school in the center. One of the remarkable points is that Tashkoprīzāda completed the part in which he dealt with the historical process of Hanafi fiqh with two great scholars, such as Mewlānā Calāleddīn al-Konewī (v. 672/1273) and Sheikh Badraddin as-Simāwī (v. 823/1420), who stood out with their Sufism. It is also important in terms of showing the mystic environment in which Tashkoprīzāda was influenced and his approach to the relationship between tasawwuf and fiqh. Another point that makes Tashkoprīzāda’s works stand out in terms of the history of sciences is that he mentions famous and acceptable works by referring to the curriculum of his period and surroundings. Thus, Tashkoprīzāda reveals the classification of sciences as a whole with its history, hierarchy and curriculum. (shrink)

First published in 1933. The purpose of this work was to bridge a gap in English philosophical literature by completing the elaborate history of Bosanquet and to stimulate and enrich the whole study of aesthetics by means of his personal destructive and constructive criticism. This title will be of interest to students of philosophy.

Dār al-Funūn Theology founded in 1924 was a modern educational institution which adopted both traditional and modern approach to Islamic Sciences. The changes in the field of hadīth during the process of transition to the university caused a change in the definitions and the titles of the courses such as from hadīth al-sharīf and usul al-hadīth to hadīth and the history of hadīth and the time allocated to each course was gradually reduced. The preparation of the texts by the (...) teachers in the hadith history courses and their content will answer the question of whether there is a transformation in the field of hadīth in the early years of the Republic of Turkey. As a matter of fact, Izmirli İsmāʿīl Ḥaqqī’s History of Ḥadīth and Ḥuseyin ʿAvnīʿ Arapkīrli’s al-Buġya al-Hasîs fī Tārīh al-Hadīth which were written in this period, pioneered the studies based on the field of the history of hadīth in Turkish hadīth literature. In addition, these works are the main source in understanding the period. In this study, the mentioned works will be textually analysed through the induction method. Therefore, the subjects that would reflect the ideas of the teachers will be discussed. Thus, it will be tried to determine whether the courses of the history of hadīth are closer to tradition or modern ideas and, how the education of hadīth is practised.Summary: After the foundation of the Turkish Republic in 1923, the Faculty of Theology was opened at Istanbul University as a result of the abolition of madrasas issuing a law regarding to the Unification of Education announced in 1924. With the opening of this faculty, the education in the field of Religious Sciences continued its presence on a new foundation, which can be considered modern, until 1933. In this study, it was attempted to trace the courses of Ḥadīth and the History of Ḥadīth given in the Faculty of Theology at Istanbul University between 1924 and 1933. Firstly, a brief history of the courses will be given, and then it is among the purposes of this study to perform a textual analysis of the works written by the teachers of these courses. While doing this, Izmirli Ismail Hakkı's History of Ḥadīth, which was written as course notes and Huseyin Avni Arapkirli's al-Buġya al-Hasîs fī Tārīh al-Hadīth, which has not been known until discussed it this article for the first time, were focused on. These works are very important in terms of initiating the History of Ḥadīth literature. Furthermore, these are the first works in the field of hadīth in the Turkish Republic, and they are very important sources for revealing the ideological infrastructure of the period. To begin with, it is necessary to attract attention to the change in the course names and duration if there is a need to briefly mention the history of hadīth courses in University. In the universities founded before the opening of the Faculty of Theology, the courses were named as Ḥadīth al-sharīf and usul al-hadīth. Besides, these courses were included in the curriculum for four years, which constituted the duration of the education. In the university founded in 1924 after the proclamation of the Republic, the name was changed as Ḥadīth and the History of Ḥadīth. It is seen that the courses of Hadīth and the History of Hadīth were taught three hours a week for two years from the opening of the Faculty of Theology until 1931. From 1931 until 1933, when the faculty was closed, the courses continued to be given two hours a week. When the content of the works is viewed, it can be seen that Izmirli İsmāʿīl Ḥaqqī followed a historical system in his work History of Ḥadīth. Beginning the subject with the classification of sciences, Izmirli touches upon the topics such as the writing and codification of hadīths. Afterwards, he also deals with the methodology of in detail. He then mentions about the history of hadīth by Shiʿā and draws a general map of the history of hadīth as of the third century of the Islamic calendar. This work differs from the previous tradition of the education of hadīth in terms of including the Shiʿā’s the history of hadīth and especially of ahl al-raʾy’s understanding of the hadīth. In addition, the detailed discussion of hadīth practice in the work is significant in terms of showing that the content of the course did not only cover the history of hadīth.Moreover, it is observed that Izmirli touched upon controversial topics in his work such as the writing of hadīth, Bukhari's criticism and hadīth-history relation. However, Izmirli does not express his approach to these topics so clearly. In doing so, he hides his views between lines, using ambiguous statements related to the topics while trying to base the views on authority. For instance, he says that the hadīths were written on the special pages of the companions in the early periods when it comes to writing hadīths, which was one of the most important topics of the history of hadīth. Even though this gives an impression that the hadīths were written in the companion period, it is stated in the following explanations that the hadīths had not been gathered and written down in one place. Izmirli also says that they refer to the hadīths in the hearts of the companion. In another example, he mentions that there is no doubt about the accuracy of the narrations in Bukhārī's work. However, in the following pages, he states that there are narrators, who are not trustworthy, in Bukhārī's work and says Dāraqutnī's criticisms related to Bukhārī. When the aforementioned two examples are examined, it can be stated that Izmirli acted a bit more cautiously especially in controversial topics. When it comes to Ḥuseyin ʿAvnīʿ Arapkīrli, who starts his work with the classification of sciences as Izmirli does, it is seen that he discusses the part of practice much more briefly. Additionally, he gives more attention to Prophet Muhammad and companion period of the hadīth history. In his work, he also provides detailed information about the formation of the hadīth literature in the third century of the Islamic calendar and afterwards. When the issue is reviewed within the scope of the topics discussed by Ḥuseyin ʿAvnīʿ in his work, it is necessary to mention that the topics related to the history of hadīth were more dominant in the work. Unlike Izmir, he does not allocate much space to controversial topics in his work. However, it should also be noted that he partly touched upon some controversial topics such as hadīth -history relation and writing of hadīths. Ḥuseyin ʿAvnīʿ considers the history of hadīth as a sub-heading of history. Regarding the writing of hadīths, he states openly that the hadīths generally were not written down because of the possibility for them to be mixed up with the Qur’ān in the early periods, and this continued until the time of caliphate ʿÖmer bin ʿAbd al-ʿAzīz. Thus, it can be said that both writers, who applied different methods in their works, looked for a new method. However, it should be remembered that these names were a part of the Ottoman educational system and included in a new system together with their background. Consequently, the fact that they were somewhere between old and new. (shrink)

The Russian philosopher and cultural theorist Mikhail Bakhtin has traditionally been seen as the leading figure in the group of intellectuals known as the Bakhtin Circle. The writings of other members of the Circle are considered much less important than his work, while Bakhtin's achievement has been exaggerated in proportion to the downgrading of the thinkers with whom he associated in the 1920s. This volume, which includes new translations and studies of the work of the most important members (...) of the Circle, sets out to correct the distortions in the established representations of its activity. The original contributions to literary and linguistic theory made by Valentin Voloshinov and Pavel Medvedev (but frequently credited to Bakhtin) are assessed, and the distinctiveness of their approaches is highlighted. (shrink)

The Historia Novella is a key source for the succession dispute between King Stephen and the Empress Matilda which brought England to civil war in the twelfth century. William of Malmesbury was the doyen of the historians of his day. His account of the main events of the years 1126 to 1142, to some of which he was an eyewitness, is sympathetic to the empress's cause, but not uncritical of her. Edmund King offers a complete revision of K. R. Potter's (...) edition of 1955, retaining only the translation, which has been amended in places. Not only is this a new edition but it offers a new text, arguing that what have earlier been seen as William of Malmesbury's final revisions are not from his hand. Rather they seem to come from somewhere in the circle of Robert of Gloucester, the empress's half-brother, to whom the work is dedicated. In this way the work raises important questions concerning the transmission of medieval texts. (shrink)

In our current times, educators as a whole—and social studies educators particularly—are facing increased pressures of conservatism and accountability as applied to their curriculum, resulting in excessive test preparation, narrowed curricula, and an inability to prepare students satisfactorily for their lives as adult citizens—factors which are exacerbated in schools of color. While some scholars have proposed the framework for authentic intellectual work (AIW) as a solution to satisfy both accountability pressures and students’ needs beyond schooling while reducing achievement (...) gaps, few have examined classroom teachers with this framework directly. To consider whether the AIW framework stands a chance at successful adoption long term, this study explores several high school world history teachers’ experiences with learning to use authentic intellectual work in a school of color, describes the textures and structures of their experiences through the lens of hermeneutic phenomenology, and makes recommendations for additional research. (shrink)

1891. The recovered manuscript of Aristotle's Constitutional History of Athens, now for the first time given to the world from the unique text in the British...

Duris of Samos is significant enough, among lost Hellenistic historians, for a paragraph or two to be devoted to him in most works on the history or literature of the period. For the last two centuries such paragraphs have been saying among other things that Duris went to Athens and studied under Theophrastus. But Athenaeus 128a, the source cited for this statement, does not support it unless a doubtful conjecture is admitted to the text.

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.

A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six-module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school biology teachers worked together on the curriculum under a (...) contract between the National Institutes of Health and Education Development Center, a nonprofit research and development organization with a long history of innovation in science education. At the NIH, the Department of Bioethics within the Clinical Center and the Office of Science Education within the Office of the Director guided the project.Our overarching goal for Exploring Bioethics was to introduce students to bioethics as a field of inquiry and to enable them to develop ethical reasoning skills so they could move beyond “gut reactions” to more nuanced positions. (shrink)

In the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The textbooks that are compared– (...) three Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks. (shrink)

I’ve been told that in the good old days of the 1970s, when Quine’s desert landscapes were regarded as ideal real estate and David Lewis and John Rawls had not yet left a legion of influential students rewriting the terrain of metaphysics and ethics respectively, compatibilism was still compatibilism about free will. And, of course, incompatibilism was still incompatibilism about free will. That is, compatibilism was the view that free will was compatible with determinism. Incompatibilism was the view that free (...) will was incompatible with determinism.1 What philosophers argued about was whether free will was compatible with determinism. Mostly, this was an argument about how to understand claims that one could do otherwise. You needn’t have bothered to talk about moral responsibility, because it was just obvious that you couldn’t have moral responsibility without free will. The literature was a temple of clarity. Then, somehow, things began to go horribly wrong. To be sure, there had been some activity in the 1960s that would have struck some observers as ominous. Still, it was not until the 1980s that those initial warning signs gave way to real trouble. The meanings of terms twisted. (shrink)

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)

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated (...) these initiatives. The chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (shrink)

What are some of the key historical trends in hours of work per worker in US? What economic, social-psychological, organizational and institutional forces determine the length of individuals' working hours? How much of the trend toward longer working hours among so many workers may be attributable to workers' preferences, workplace incentives or employers' constraints? When can work become overwork or workaholism – an unforced addiction to incessant work activity which risk harm to workers, families or even economies? (...) The first part of this article traces the history of the length of working hours and its recent polarization. The second part develops a multi-disciplinary model to identify motivations behind working longer hours. Individuals' desired work hours will stem from the weighted contribution of five sources: (1) current real wage rates; (2) forward-looking, wage trajectories; (3) relative status associated with hours of labor; (4) intrinsic rewards, process benefits or amenities acquired through work; (5) hours demanded by the employer and other structural constraints, to which workers may adapt. Employers and their established conditions of work have influenced the course of long run trends labor supply and in work time structures. The final section suggests policies that might address the persistence of long hours. (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)

Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself (...) to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition. (shrink)

Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself (...) to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition. (shrink)

As one of the earliest Western physics teachers, Richard Rufus of Cornwall helped transform Western natural philosophy in the 13th century. But despite the importance of Rufus's works, they were effectively lost for 500 years, and the Physics commentary is the first complete work of his ever to be printed. Rufus taught at the Universities of Paris and Oxford from 1231 to 1256, at the very time when exposure to Aristotle's libri naturales was revolutionizing the academic curriculum; indeed (...) Rufus gave the earliest surviving lectures on physics and metaphysics. Rufus's challenges to the views of Aristotle and the commentator Averroes proved to be enormously influential: his accounts of projectile motion, the place of the heavens, and creation, were to be taken up by the likes of Franciscus de Marchia, Roger Bacon, Thomas Aquinas and Bonaventure. (shrink)

This paper explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987-1994. It focuses upon this particular coalition because, since the late 1970s, it has set the agenda for the debate and dominated the race to produce a history curriculum designed to help produce a particular kind of society. The paper argues that the New Right's claim to be engaging (...) in an educational debate is spurious. Rather, its concern is primarily ideological and only educational in terms of its use of history education as a vehicle through which to disseminate a specific set of values and beliefs. (shrink)

First published in 1946, History of Western Philosophy went on to become the best-selling philosophy book of the twentieth century. A dazzlingly ambitious project, it remains unchallenged to this day as the ultimate introduction to Western philosophy. Providing a sophisticated overview of the ideas that have perplexed people from time immemorial, it is 'long on wit, intelligence and curmudgeonly scepticism', as the New York Times noted, and it is this, coupled with the sheer brilliance of its scholarship, that has (...) made Russell's History of Western Philosophy one of the most important philosophical works of all time. (shrink)

John of Salisbury (c. 1115-1180) was the foremost political theorist of his age. He was trained in scholastic theology and philosophy at Paris, and his writings are invaluable for summarizing many of the metaphysical speculations of his time. The Policraticus is his main work, and is regarded as the first complete work of political theory to be written in the Latin Middle Ages. Cary Nederman's new edition and translation, currently the only version available in English, is primarily aimed (...) at undergraduate students of the history of political thought and medieval history. His new translation shows how important this text is in understanding the mores, forms of conduct and beliefs of the most powerful and learned segments of twelfth century Western Europe. (shrink)

This paper explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987-1994. It focuses upon this particular coalition because, since the late 1970s, it has set the agenda for the debate and dominated the race to produce a history curriculum designed to help produce a particular kind of society. The paper argues that the New Right's claim to be engaging (...) in an educational debate is spurious. Rather, its concern is primarily ideological and only educational in terms of its use of history education as a vehicle through which to disseminate a specific set of values and beliefs. (shrink)

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The (...) different kinds of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (shrink)

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The (...) different kinds of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (shrink)

In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, and their major practical theoretical contributions. Elizabeth Valentine has an international reputation as an eminent scholar and pioneer in the field of philosophy and history of psychology. This selection brings together some of her best work over the last thirty years. A specially written introduction gives an overview (...) of her career and contextualises the selection in relation to changes in the field during this time. The first section on 'Philosophy' covers work on different theoretical approaches to psychology, introspection and the study of consciousness, the mind-body problem, and different types of explanation in psychology including reductionism. The second section, 'From Philosophy to History', includes work on the philosophical psychologists G. F. Stout and James Sully, among others. The third section on 'History' covers Valentine's more recent historical work on the development of psychology in London – both institutional and biographical – and includes accounts of both Bedford College and University College, and the role of pioneer women psychologists. The book enables the reader to trace developments in the philosophy and history of psychology over the last thirty years. It will appeal to anyone with interests in these areas as well as being an invaluable resource for graduate and advanced undergraduate courses in conceptual and historical issues. (shrink)

The chronicle of John of Worcester is one of the most important sources of earlier English history. The chronicle, which was written at Worcester by 1140, is of considerable interest to historians of both the Anglo-Saxon period and of the late eleventh and twelfth centuries. Its backbone is a translation of an Anglo-Saxon chronicle with varied connections, and this edition makes possible the detailed examination of these allegiances. Its annals for the second half of the ninth century provide one (...) of the earliest surviving witnesses to the text of Asser's Life of Alfred. The author had access to otherwise unrecorded sources of events in the eleventh century, and the chronicle's value as a contemporary source for the reign of Stephen has long been acknowledged. Dr McGurk has completed the edition of the work left unfinished by R. R. Darlington on his death in 1977. The chronicle will be published in three volumes. Volume II covers the annals for 450 to 1066, and volume III the annals from 1067 to 1140. Volume I will be published last, and will contain a general introduction and supplementary material. (shrink)

SUMMARYThis paper offers practical guidance for empirical interpretation in the history of political thought, especially uncovering what authors meant and why they wrote what they wrote. I thus seek to fill a small but significant hole in our rather abstract methodological literature. To counter this abstraction, I draw not only on methodological theorising but also on actual practice—and on detective-work, a fruitful analogy. The detective analogy seeks to capture the intuition that we can potentially find right answers but (...) must handle fragmentary evidence that different people can plausibly read in different ways. Placing the focus on evidence, and on combining different types of evidence, suggests that orthodox categories like ‘contextualist’ and ‘Marxist’ too often accentuate differences between scholars. This paper instead highlights core principles that unite us—ideas that underpin good textual interpretation across all ‘schools of thought’. (shrink)

The Franciscan William of Ockham (c.1285-c.1347) was the greatest theologian and philosopher of the first half of the fourteenth century. Spurred on by the activities of a papacy which he saw as destroying the very foundations of his Order, he devoted the last part of his life to examining the extent of papal power over Christians and its relationship to the secular government of people. On the Power of Emperors and Popes (1347) is his last work. Short, passionate and (...) lucid, it represents a distillation of his thought on these questions and forms an excellent and accessible introduction to his political thought as a whole. The extensive new annotations to the text bring to light the range of sources on which Ockham drew, while the new introduction places the work in its historical context and relates it to other works of medieval Franciscan political discourse. Translated here into English for the first time, the work will be of interest to all students and researchers in the field of medieval political thought. --the first English translation of Ockham's classic work, plus extensive new introduction, textual annotation, and bibliography --modern editorial apparatus connects the work with the whole body of Ockham's political thought --the new annotation provides historical and intellectual context and translations of Ockham's source references. (shrink)

First published in 1946, _History of Western Philosophy_ went on to become the best-selling philosophy book of the twentieth century. A dazzlingly ambitious project, it remains unchallenged to this day as the ultimate introduction to Western philosophy. Providing a sophisticated overview of the ideas that have perplexed people from time immemorial, it is 'long on wit, intelligence and curmudgeonly scepticism', as the _New York Times_ noted, and it is this, coupled with the sheer brilliance of its scholarship, that has made (...) Russell's _History of Western Philosophy_ one of the most important philosophical works of all time. (shrink)

First published in 1946, _History of Western Philosophy_ went on to become the best-selling philosophy book of the twentieth century. A dazzlingly ambitious project, it remains unchallenged to this day as the ultimate introduction to Western philosophy. Providing a sophisticated overview of the ideas that have perplexed people from time immemorial, it is 'long on wit, intelligence and curmudgeonly scepticism', as the _New York Times_ noted, and it is this, coupled with the sheer brilliance of its scholarship, that has made (...) Russell's _History of Western Philosophy_ one of the most important philosophical works of all time. (shrink)