ISBN:
0804723834
Language:
English
Pages:
VIII, 308 S.
,
graph. Darst.
DDC:
378/.01/0941 20
Keywords:
Geschichte 1900-2000
;
Geschichte 1800-1900
;
Geschichte 1870-1930
;
Elites
;
Enseignement supérieur - Grande-Bretagne - Histoire
;
Geschiedenisonderwijs
;
Histoire - Étude et enseignement (Supérieur) - Grande-Bretagne - Histoire
;
Historiographie - Grande-Bretagne - Histoire
;
Persoonlijkheidsontwikkeling
;
Pouvoir (Sciences sociales)
;
Universiteiten
;
Universités - Grande-Bretagne - Histoire
;
Élite (Sciences sociales) - Grande-Bretagne - Histoire
;
Geschichte
;
Politik
;
Universität
;
History -- Study and teaching (Higher) -- Great Britain -- History
;
Universities and colleges -- Great Britain -- History
;
Elite (Social sciences) -- Great Britain -- History
;
Education, Higher -- Great Britain -- History
;
Historiography -- Great Britain -- History
;
Power (Social sciences)
;
Erziehung
;
Universität
;
Bildung
;
Elite
;
Grande-Bretagne - Politique et gouvernement - 1837-1901
;
Grande-Bretagne - Politique et gouvernement - 1901-1936
;
Grande-Bretagne - Vie intellectuelle - 19e siècle
;
Grande-Bretagne - Vie intellectuelle - 20e siècle
;
Großbritannien
;
Great Britain -- Intellectual life -- 20th century
;
Great Britain -- Politics and government -- 1901-1936
;
Great Britain -- Politics and government -- 1837-1901
;
Great Britain -- Intellectual life -- 19th century
;
Großbritannien
;
Großbritannien
;
Universität
;
Elite
;
Erziehung
;
Geschichte 1870-1930
;
Großbritannien
;
Universität
;
Elite
;
Bildung
;
Geschichte 1870-1930
Abstract:
Discipline and Power is an intellectual, cultural, and social analysis of the ways in which universities successfully transformed a set of values, encoded in the concept of "liberal education," into a licensing system for a national elite. From the mid-1870's until the rise of totalitarianism and the Great Depression challenged prevailing habits of mind and conduct, the universities, especially Oxford and Cambridge, achieved unrivaled influence upon thought and conduct in every sphere. In their independence from external interference, the universities and colleges evolved by regulating the contents and purposes of new subjects
Abstract:
History, more than any other discipline, reflected and reinforced a broad Victorian consensus about God, country, and the good. Among the contending fields of study, history provided the most consistent moral panorama able to satisfy a variety of intellectual, emotional, and aesthetic needs. History was taught, studied, and tested by a set of assumptions deduced far more from a patriotic agreement about duty than from critical methods or from the weight of evidence
Abstract:
A wide reading of materials not previously consulted allows the author to demonstrate how the writing and teaching of history shaped the ethos of graduates who guided domestic and imperial government, secondary and higher education, the professions, religion, letters, and - contrary to conventional interpretations - even business and industry. These materials include administrative, faculty, and student notes; examination papers; examiners' reports; and correspondence about standards, grading, curriculum, and teaching methods
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URL:
http://www.loc.gov/catdir/description/cam026/94009217.html
URL:
http://www.loc.gov/catdir/toc/cam027/94009217.html
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