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Books on the topic 'Mid-century education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Educational reform and manufacturing development in mid-nineteenth century Massachusetts. Garland Pub., 1989.

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2

Katz, Michael B. The irony of early school reform: Educational innovation in mid-nineteenth century Massachusetts. Teachers College Press, 2001.

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3

Nabī Bak̲h̲shu K̲h̲ānu Balocu, 1917-2011 та Dr. N.A. Baloch Institute for Heritage Research, ред. Ḥāṣil al-Nahj: Hasil-un-nahj : a mid-sixteenth century work on methods of education. Anjuman-i Duktur Ayn. Īy Balūch Barā-yi Mīrās̲-i Taḥqīq, 2013.

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4

Prentice, Alison. The school promoters: Education and social class in mid-nineteenth century Upper Canada. Oxford University Press, 1999.

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5

Helen, May. The discovery of early childhood: The development of services for the care and education of very young children, mid eighteenth century Europe to mid twentieth century New Zealand. Auckland University Press/Bridget Williams Books, 1997.

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6

The Ocean-Hill Brownsville conflict: Intellectual struggles between Blacks and Jews at mid-century. Lexington Books, 2012.

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7

S, Chauhan R. Society and state building in Nepal: From ancient times to mid-twentieth century. Sterling Publishers, 1989.

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8

Charity, challenge, and change: Religious dimensions of the mid-nineteenth-century women's movement in Germany. Greenwood Press, 1987.

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9

Romans, Mervyn. Political, economic, social and cultural determinants in the history of early to mid-nineteenth century art and design education in Britain. University of Central England in Birmingham, 1998.

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10

Austin, Allan W. Race and Reconciliation at Mid-Century. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037047.003.0007.

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This concluding chapter covers the work of the American Friends Service Committee (AFSC) in the 1950s onward. Even as AFSC officials linked their efforts to the Quaker past and trusted Friendly methods, its staff understood that their approach to race relations had evolved since the Service Committee's earliest forays into the field. Furthermore, AFSC leaders understood the need for additional innovation in the early 1950s, especially as the Cold War intensified. The chapter traces the AFSC's activities during this period, including their attempts at expansion—particularly in the South—via the Washington Project. The Washington Project exhibited an expanding range of interracial techniques that had been evolving since the 1920s, especially an emphasis on education and intercultural exchange and a broader critique of and approach to racial problems in American society. Though the Washington Project would conclude in late 1955, the chapter shows how the AFSC continued their interracial activism still further South.
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11

Mascio, Anthony Di. Egerton Ryerson and the politics of education in mid-nineteenth century Ontario. 2002.

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12

1947-, Whyte Iain Boyd, ed. Man-made future: Planning, education, and design in mid-20th century Britain. Routledge, 2007.

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13

Tisdall, Laura. Progressive Education?: How Childhood Changed in Mid-Twentieth-century English and Welsh Schools. Manchester University Press, 2019.

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14

Leach, Camilla. Quaker women and education from the late eighteenth to the mid nineteenth century. 2003.

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15

Palmer, Amy, and Jane Read. British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century: A Community of Progressive Educators. Taylor & Francis Group, 2020.

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16

Palmer, Amy, and Jane Read. British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century: A Community of Progressive Educators. Taylor & Francis Group, 2020.

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17

Palmer, Amy, and Jane Read. British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century: A Community of Progressive Educators. Taylor & Francis Group, 2020.

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18

Palmer, Amy, and Jane Read. British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century: A Community of Progressive Educators. Taylor & Francis Group, 2020.

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19

Palmer, Amy, and Jane Read. British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century: A Community of Progressive Educators. Taylor & Francis Group, 2020.

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20

Mothers, Wives and Changing Lives: Women in Mid-Twentieth-Century Rural Wales. Gwasg Prifysgol Cymru / University of Wales Press, 2011.

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21

1821-1879, Keyes Wade, Durham David I, and Pruitt Paul M, eds. Wade Keyes' introductory lecture to the Montgomery Law School: Legal education in mid-nineteenth century Alabama. University of Alabama School of Law, 2001.

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22

Prentice, Alison. The School Promoters: Education and Social Class in Mid-Nineteenth Century Upper Canada (Canadian Social History Series). University of Toronto Press, 2004.

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23

Im, Hyunshik. Rousseau since mid-century: An analysis of Rousseau on educational aims and a critique of his recent critics. 1989.

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24

Aelshire, Daniel O. Theological Education. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.30.

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Theological education in the United States has developed as a function of religious practice, American culture, and conventions of higher education. It began with the general study of classics in colleges and universities during the colonial period and the early decades of nationhood. It developed through a process of specialization that involved the founding of freestanding theological schools and seminaries and the development of a specialized curriculum and theological disciplines and patterns of scholarly work. By the mid-twentieth century, the education of ministers had developed into a normative form of graduate, professional education for which post-baccalaureate degrees were granted. Because theological education is embedded in religious, cultural, and higher education conventions, it changes as they change, and all three are changing in ways that will impact the future forms and practices of education for ministry.
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25

African American Women Educators: A Critical Examination of Pedagogies, Educational Ideas, and Activism from the Nineteenth to the Mid-Twentieth Century. Rowman & Littlefield Education, 2014.

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26

Rose, Deondra. Higher Education Policy and Women’s Citizenship. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.003.0001.

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Chapter 1 considers the role that federal higher education policies have played in the progress that American women have made since the mid-twentieth century. The conventional wisdom suggests that the 1970s—with the emergence of the women’s rights movement and fervent activism by feminist organizations—marked the crucial turning point for gender equality in the United States. Evidence suggests, however, that landmark US higher education policies enacted during the mid-twentieth century have played an important role in the promotion of women to first-class citizenship. Passed prior to and apart from the feminist movement, these programs made it possible for women to gain knowledge and skills that are valued in the labor market and also promote political engagement. Through redistributive and regulatory higher education policies, US lawmakers promoted equal opportunity for women.
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27

Johnson, Kenneth L., Abul Pitre, and Karen A. Johnson. African American Women Educators: A Critical Examination of Their Pedagogies, Educational Ideas, and Activism from the Nineteenth to the Mid-Twentieth Century. Rowman & Littlefield Education, 2014.

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28

Fung, Victor. A Way of Music Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.001.0001.

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A Way of Music Education: Classic Chinese Wisdoms presents a philosophy of music education rooted in Yijing (I-Ching or The Book of Changes), classic Confucianism, and classic Daoism, which matured in the mid-sixth to mid-third century BC China (pre-Qin period). This philosophy puts the human at the center of an organismic world, in which all matters and events are connected, be they musical or non-musical. It is human-centric and dao-centric. Music educational experiences are key attributes to musical well-being throughout one’s lifetime. Concepts of yin and yang, deep harmony, and the teachings of Confucius, Mencius, Laozi, and Zhuangzi are applied to propose a “trilogy”—change, balance, and liberation—as a way of thinking and practicing music education. Music education is viewed as a lifelong endeavor; the philosophy therefore calls for a dynamic flexibility to maintain a balanced life in constantly changing situations. While principles suggested in this philosophy are simple, it is critical to practice them persistently to achieve continuous improvements. Through extended practice in being musically proactive, a musical liberation can be achieved and a humanly human spirit can be preserved and sustained.
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29

Rose, Deondra. The Gendered Roots of American Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.003.0002.

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This chapter analyzes the history of women’s participation in American higher education and the federal government’s historical role in shaping who has access to it. Higher educational institutions in the United States were established with men in mind, and for approximately three hundred years after the establishment of the nation’s first college, women were excluded from equal access to postsecondary institutions. On campus, women were often greeted with hostility and found themselves treated as second-class students. The history of higher education in the United States yields important lessons for thinking about the effect that government programs have had on the gender dynamics of American citizenship since the mid-twentieth century.
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30

Carter, Laura. Histories of Everyday Life. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868330.001.0001.

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Histories of Everyday Life is a study of the production and consumption of popular social history in mid-twentieth-century Britain. It traces how non-academic historians, many of them women, developed a new breed of social history after the First World War, identified as the ‘history of everyday life’. The ‘history of everyday life’ was a pedagogical construct based on the perceived educational needs of the new, mass democracy. It was popularized to ordinary people in educational settings, through books, in classrooms and museums, and on BBC radio. In the 1970s this popular social history declined, not because academics invented an alternative ‘new’ social history, but because bottom-up social change rendered the ‘history of everyday life’ untenable in the changing context of mass education. Histories of Everyday Life ultimately uses the subject of history to demonstrate how profoundly the advent of mass education shaped popular culture in Britain after 1918, arguing that the twentieth century was Britain’s educational century.
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31

Rose, Deondra. Citizenship By Degree. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.001.0001.

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Since the mid-twentieth century, the United States has seen a striking shift in the gender dynamics of higher educational attainment as women have come to earn college degrees at higher rates than men. Women have also made significant strides in terms of socioeconomic status and political engagement. What explains the progress that American women have made since the 1960s? While many point to the feminist movement as the critical turning point, this book makes the case that women’s movement toward first-class citizenship has been shaped not only by important societal changes but also by the actions of lawmakers who used a combination of redistributive and regulatory higher education policies to enhance women’s incorporation into their roles as American citizens. Examining the development and impact of the National Defense Education Act of 1958, the Higher Education Act of 1965, and Title IX of the 1972 Education Amendments, this book argues that higher education policies represent a crucial—though largely overlooked—factor shaping the progress that women have made. By significantly expanding women’s access to college, they helped to pave the way for women to surpass men as the recipients of bachelor’s degrees, while also empowering them to become more economically independent, socially integrated, politically engaged members of the American citizenry. In addition to helping to bring into greater focus our understanding of how Southern Democrats shaped US social policy development during the mid-twentieth century, this analysis recognizes federal higher education policy as an indispensible component of the American welfare state.
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32

Cessford, Craig. Educating Victorian Children. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.13.

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This chapter presents a case study of the archaeology of a mid-nineteenth century school in Cambridge (England), placing the features associated with the school and the material associated with them in the wider context of children’s material culture, education, and the rapidly changing nature of nineteenth century childhood, considering the material culture that children interacted with in its totality, not just child-specific forms. This allows a nuanced interpretation of the material; revealing tensions between different ideas, such as gentility and frugality, plus the existence of multiple narratives, with various members of a household viewing items of material culture in distinct ways, and different assemblages revealing disparate materialities.
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33

Burra, Neera, ed. A Memoir of Pre-Partition Punjab. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474004.001.0001.

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A Memoir of Pre-Partition Punjab is the autobiography of Ruchi Ram Sahni (1863–1948), a social reformer, science educator, and, in later life, an active participant in political affairs. It provides a rich account of the social, political, and intellectual ferment in the Punjab in the mid to late nineteenth century, seen through the eyes of a thoughtful observer who grew up in a business family in Dera Ismail Khan (now in Waziristan, Pakistan), and went on to Lahore, where he settled as a Professor of Chemistry at the Government College, Lahore. Sahni’s energetic life is evident from the range of activities he describes, from social reform in the Brahmo Samaj through science education in the Punjab, to participation in the background of the Congress Enquiry Committee into the Jallianwala Bagh massacre.
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34

Slominski, Kristy L. Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.001.0001.

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Teaching Moral Sex is the first comprehensive study to focus on the role of religion in the history of public sex education in the United States. It examines religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first century, highlighting issues of public health, public education, family, and the role of the state. It details how public sex education was created through the collaboration of religious sex educators—primarily liberal Protestants, along with some Catholics and Reform Jews—with “men of science,” namely, physicians, biology professors, and social scientists. Slominski argues that the work of early religious sex educators laid foundations for both sides of contemporary controversies regarding comprehensive sexuality education and abstinence-only education. In other words, instead of casting religion as merely an opponent of sex education, this research shows how deeply embedded religion has been in sex education history and how this legacy has shaped terms of current debates. By focusing on religion, this book introduces a new cast of characters into sex education history, including Quaker and Unitarian social purity reformers, the Young Men’s Christian Association, military chaplains, the Federal Council of Churches, and the National Council of Churches. These religious sex educators made sex education more acceptable to the public and created the groundwork for recent debates through their strategic combination of progressive and restrictive approaches to sexuality. Their contributions helped to spread sex education and influenced major shifts within the movement, including the mid-century embrace of family life education.
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35

Kemper, Kurt Edward. Before March Madness. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043260.001.0001.

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Before March Madness examines the power dynamics of mid-century college sports when their meaning in higher education was still uncertain, when their future in American culture was still undetermined, and when the ascendance, indeed the very survival, of the NCAA was not yet assured. The book identifies the institutional struggles of college athletics from the late 1930s to the late 1950s and the multiple stakeholders and varied interests contained therein, showing a complex, and often conflicting, view of both college sports and higher education. The NCAA’s insistence on defining college athletics solely within the big-time commercialized model opened itself to severe criticism from within the organization in the form of small liberal arts colleges, medium-size regional and state universities, and historically black colleges, as well as outside it with the creation of the NAIA. The organization, however, successfully used college basketball to both placate internal critics and stave off its external competitor. In doing so, the NCAA managed to create in the public’s mind a singular vision of college sports, often represented by college football, representing only the big-time commercialized model by creating a peace that was purchased through college basketball. The success of NCAA elites to co-opt, divide, and placate its insurgent critics mirrored the larger response of mid-twentieth-century political and economic elites in the face of unprecedented challenges resulting from the civil rights movement, second-wave feminism, and opposition to the war in Vietnam.
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36

Finn, Chester E., and Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.

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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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37

Marsden, George M. The Soul of the American University Revisited. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.001.0001.

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The Soul of the American University Revisited traces the role of Protestantism in shaping American higher education from the founding of Harvard in the 1630s to the present. It offers a critical analysis of the changing ways in which Protestantism intersected with collegiate life, intellectual inquiry, and broader cultural developments. In accounts that have been edited and somewhat abridged for this second edition, it looks at pace-setting colleges and universities as they coped with modern society, post-Darwinian science, new secular philosophies, and increasing diversity in American life. Until the mid-twentieth century most leading American schools remained nominally Protestant, but their Protestantism was typically of a liberal variety that emphasized the broad ethical ideals of the Western and Judeo-Christian heritage. After the attacks in the 1960s on the “WASP” privilege, the vestiges of that establishment in higher education were soon largely dismantled. By the late twentieth century exclusive secular viewpoints were often considered the normative standard in higher education. Originally published in 1994 as The Soul of the American University, this new edition carries the story into the twenty-first-century culture. In the disarray and diversity of the intellectual life of this arguably “postsecular” age there is increasing room in the academy for varieties of intellectually responsible religious viewpoints. Indeed, as a concluding chapter recounts, more traditionalist Christian scholars and institutions, Protestant as well as Catholic, have developed substantially in recent decades.
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38

Fesmire, Steven, ed. The Oxford Handbook of Dewey. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190491192.001.0001.

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John Dewey was the foremost figure and public intellectual in early to mid-twentieth-century American philosophy. He is the most academically cited Anglophone philosopher of the past century, and he is among the most cited Americans of any century. In this comprehensive volume spanning thirty-five chapters, leading scholars help researchers access particular aspects of Dewey’s thought, navigate the enormous and rapidly developing literature, and participate in current scholarship in light of prospects in key topical areas. Beginning with a framing essay by Philip Kitcher calling for a transformation of philosophical research, contributors interpret, appraise, and critique Dewey’s philosophy under the following headings: Metaphysics; Epistemology, Science, Language, and Mind; Ethics, Law, and the Starting Point; Social and Political Philosophy, Race, and Feminist Philosophy; Philosophy of Education; Aesthetics; Instrumental Logic, Philosophy of Technology, and the Unfinished Project of Modernity; Dewey in Cross-Cultural Dialogue; The American Philosophical Tradition, the Social Sciences, and Religion; and Public Philosophy and Practical Ethics.
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39

Murnaghan, Sheila, and Deborah H. Roberts. Epilogue. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199583478.003.0009.

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The preceding work is summed up as a study of adults’ attempts over a century-long period to make sense of their own childhood experiences of antiquity and to recreate those experiences for new generations through the medium of absorbing pleasure reading. Such experiences are valued for their capacity to stimulate the imagination, to expand moral understanding, to pave the way for further education, and to bring renewal or redemption to the disturbed modern world. The chapter ends with a brief survey of developments in classical mythology and historical fiction for children and young adults from the mid-1960s until the present, including the emergence of new forms of fantasy literature and the role of new media such as video games and fan fiction.
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40

Miller, Peggy J., and Grace E. Cho. Origins of the Self-Esteem Imaginary. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0001.

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Chapter 1, “Origins of the Self-Esteem Imaginary,” traces the social imaginary of childrearing and self-esteem to its origins in the writings of William James and other nineteenth-century visionaries. This is the first of two chapters that sketch the intellectual history of self-esteem and its intersection with progressive childrearing. Although psychologists “invented” self-esteem, propounded a host of theories, and conducted the first major study of children’s self-esteem, bestselling novelists and authors of popular childrearing manuals played an important role in spreading these ideas to the reading public in the mid-twentieth century. At the same time, children’s self-esteem became a critical piece of evidence in the landmark Brown v. Board of Education decision that dismantled the legal basis for racial segregation. Countering assaults to self-esteem became part of the discourse of the social justice movements of the 1960s and 1970s.
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41

Whyman, Susan E. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797838.003.0001.

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The introduction shows the convergence and intertwining of the Industrial Revolution and the provincial Enlightenment. At the centre of this industrial universe lay Birmingham; and at its centre was Hutton. England’s second city is described in the mid-eighteenth century, and Hutton is used as a lens to explore the book’s themes: the importance of a literate society shared by non-elites; the social category of ‘rough diamonds’; how individuals responded to economic change; political participation in industrial towns; shifts in the modes of authorship; and an analysis of social change. The strategy of using microhistory, biography, and the history of the book is discussed, and exciting new sources are introduced. The discovery that self-education allowed unschooled people to participate in literate society renders visible people who were assumed to be illiterate. This suggests that eighteenth-century literacy was greater than statistics based on formal schooling indicate.
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42

Postema, Don C. Ethics Committees and Consultation in Mental Health. Edited by John R. Peteet, Mary Lynn Dell, and Wai Lun Alan Fung. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190681968.003.0008.

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Understanding the role of ethics committees in providing ethics consultations, ethics education, and ethics-related policies is the context for exploring the relationship of ethics, psychiatry, and religious and spiritual beliefs. After a brief history of biomedical ethics in the United States since the mid-20th century, this chapter presents several case studies that exemplify frequently encountered tensions in these relationships. The central contention is that respecting these beliefs is not equivalent to acquiescing to ethical claims based on them. Rigorous critical reflection and psychiatric insight, coupled with the values embedded in the social practices of healthcare, provide the grounds for evaluating the weight and bearing of religious and spiritual beliefs in ethically complex cases. This is one contribution that ethics committees can make at the intersection of psychiatry and religion.
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43

Freidenfelds, Lara. The Myth of the Perfect Pregnancy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190869816.001.0001.

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The Myth of the Perfect Pregnancy is a history of why Americans came to have the unrealistic expectation of perfect pregnancies and to mourn even very early miscarriages. The introduction explains that miscarriage is a common phenomenon and a natural part of healthy women’s childbearing: approximately 20 percent of confirmed pregnancies spontaneously miscarry, mostly in the first months of gestation. Eight topical chapters describe childbearing and pregnancy loss in colonial America; the rise of birth control from the late eighteenth century to the present; changes in parenting from the early nineteenth century to the present that increasingly focused attention on the emotional relationship between parent and child; the twentieth-century rise of prenatal care and maternal education about embryonic growth; the twentieth-century blossoming of a consumer culture that marketed baby items to pregnant women; the abortion debates from the mid-twentieth century to the present; the late twentieth-century introduction of obstetric ultrasound and its evolution into a pregnancy ritual of “meeting the baby” as early as eight weeks’ gestation; and the late twentieth-century introduction of home pregnancy testing and the identification of pregnancy as early as several days before a missed period. The conclusion offers suggestions for how women and their families, health-care providers, and the maternity care industry can better handle pregnancy and address miscarriage.
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44

McCarthy, Marie. Creating a Framework for Music Making and Leisure. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.13.

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This chapter revisits the writings of music sociologist and educator Max Kaplan (1911–1998) to inform efforts to bring together the domains of leisure and music making in the twenty-first century. The chapter begins with a brief description of Max Kaplan’s life that explains his orientation to the social functions of music, sociology, and leisure studies, and that situates his contributions in the context of his time—the mid and late twentieth century. Following the introduction, the chapter is organized around themes from Kaplan’s published works and projects: patterns of development in leisure and recreation, 1900–1960; changing conceptions of leisure and recreation in the mid-twentieth century; a theory of recreational music; community as fertile ground for observing leisure in action; music making in the context of leisure; and moving forward with Kaplan’s vision.
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45

Shields, James Mark. Against Harmony. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190664008.001.0001.

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Against Harmony traces the history of progressive and radical experiments in Japanese Buddhist thought and practice from the mid-Meiji period through the early Shōwa period (1885–1935), when historical events coalesced to eliminate all such experiments. It is a work of both intellectual history and of critical, comparative thought. Perhaps the two best representations of progressive Buddhism during this period were the New Buddhist Fellowship (1899–1915) and the Youth League for Revitalizing Buddhism (1931–1936). Both were nonsectarian, lay movements comprising young men with education in classical Buddhist texts as well as Western literature, philosophy, and religion. Their work effectively collapses commonly held distinctions between religion, philosophy, ethics, politics, and economics. Unlike many others of their day, these “New Buddhists” did not regard the novel forces of modernization as problematic and disruptive, but rather, as an opportunity to explore and expand the possibilities of the dharma. Moreover, these and similar Buddhist and Buddhist-inspired movements experimented with novel, alternative forms of modernity, rooted in variations on what might be called “dharmic materialism.” In short, they did not simply inherit or mimic the dominant Western model(s). For this reason, their work remains of relevance in the early twenty-first century.
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46

Harel, Yaron. Syrian Jewry in Transition, 1840-1880. Liverpool University Press, 2010. http://dx.doi.org/10.3828/liverpool/9781904113652.001.0001.

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The Ottoman reforms of the mid-nineteenth century accelerated the process of opening up Syria to European travellers and traders, and gave Syria's Jews access to European Jewish communities. The resulting influx of Western ideas led to a decline in the traditional economy. It also allowed for the introduction of Western education, influenced the structure and the administration of Jewish society in Syria, and changed the balance of the relationship between Muslims, Christians, and Jews. Initially Syria's Jewish communities flourished in these new circumstances, but there was a developing recognition that their future lay overseas. After the opening of the Suez Canal in 1869, the bankruptcy of the Ottoman Empire in 1875, and the suspension of the Ottoman constitution in 1878, this feeling intensified. A process of decline set in that ultimately culminated in large-scale Jewish emigration. Thereon, the future for Syrian Jews lay in the West, not the East. This book covers Jewish community life, the legal status of Jews in Syria, their relationship with their Muslim and Christian neighbours, and their links with the West. It draws on a range of archival material in six languages, including Jewish, Christian Arab, and Muslim Arab sources, Ottoman and European documents, consular reports, travel accounts, and reports from the contemporary press and by emissaries to Syria of the Alliance Israélite Universelle. Rabbinic sources are particularly important in opening a window onto Syrian Jewish life and concerns. Together these sources bring to light an enormous amount of material and provide a broad, multifaceted perspective on the Syrian Jewish community.
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47

Bradford, Clare. Children’s and Young Adult Novels. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199679775.003.0018.

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This chapter examines the history of children's and young adult fiction in Australia, Canada, New Zealand, and the South Pacific. During the mid-twentieth century, fiction for the young in Australia, Canada, and New Zealand did not yet occupy a prominent place. In Australia, most children's fiction was produced and imported by British publishers. In Canada, markets and children's reading practices were dominated by American and (to a lesser extent) British imports until 1975. In Australia and New Zealand, children's novels began to gather strength in the late 1950s and 1960s. The chapter shows how the significance of children's fiction in the project of nation-building became to be recognised as a result of the growth of the educational publishing industry following World War II. It also considers the transnational relationships that pervade children's and young adult novels from Australia, Canada, New Zealand, and the South Pacific.
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48

Baloh, Robert W. Ménière, a Man of Many Interests. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190600129.003.0003.

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Prosper Ménière was born in1799 in Angers, France. Ménière completed 3 years at the Preparatory School of Medicine at the University of Angers before moving to Paris in 1819 to complete his medical studies. He received his doctorate of medicine in 1828 and was appointed as an aide in the clinic of the famous surgeon Baron Dupuytren in the Hôtel-Dieu. The way that Ménière went about educating himself on the anatomy, physiology, and pathology of the ear after his appointment to head the Deaf-Mute Institute in 1838 provides insight to his analytic approach. In the years that he served as Director of the Deaf-Mute Institute, Ménière socialized with some of the most prominent members of mid-19th-century France. He was probably as well known a figure in society as he was as a physician. Ménière was a complex man with many different interests and many talents.
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Županov, Ines G., ed. The Oxford Handbook of the Jesuits. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190639631.001.0001.

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The chapters in the Oxford Handbook of the Jesuits deal with close to five hundred years of history of the Society of Jesus, a transnational, polyglot Catholic religious order of men, which rose vertiginously to prominence from the mid-sixteenth century until its suppression in 1773. Following this unprecedented event in Church history was its equally unprecedented Restoration in 1814. What held this corporate Jesuit body together through a series of historically documented successes, adjustments, crises and persecutions, and made it continuously cohere around a set of common ideals, commitments and practices? Was it a sense of a “higher goal” cultivated through methodical self-questioning taught by Spiritual Exercises and by observing the rules written in the Constitutions? Toolkits of subjection and subjectivity, fostering discipline as well as collective effervescence among both the Jesuits and their lay supporters - and their enemies - are analyzed in this volume through major topics, events and institutions. Thorn between private and public, religious and secular, “us” and “them”, the Jesuits perfected the art of introspection and the reflection on strategies and mechanisms on how to link individual to society. Today as in the past, even though the Jesuits were and are under obligation to think and act for the Catholic Church, in executing their tasks they exceeded and widened the strictly ecclesiastical boundaries and made major contributions to the secular culture. In the last forty years, in particular, the problem of social justice and ecologically responsible global order are invoked as the most urgent Jesuit concerns. A comprehensive analysis regarding the manner in which the Jesuits set up, acted on, described and analyzed, and they still do, the intercultural and transnational networks - invigorating projects as questionable as the Inquisition, slavery and conversion, as innovative and experimental as accommodation, inculturation and social justice, as useful as education and scholarship - is offered in this volume by more than forty authors, senior and young experts in the field, three of whom are Jesuits themselves.
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Garner, Alice, and Diane Kirkby. Academic ambassadors, Pacific allies. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526128973.001.0001.

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This book recounts the history of the Fulbright Program in Australia, locating academic exchange in the context of US cultural diplomacy and revealing a complex relationship between governments, publicly funded research and the integrity of academic independence. The study is the first in-depth analysis of the Fulbright exchange program in a single country. Drawing on previously unexplored archives and a new oral history, the authors investigate the educational, political and diplomatic challenges experienced by Australian and American scholars who won awards and those who managed the complex bi-national program. The book begins with the scheme’s origins, moves through its Australian establishment during the early Cold War, Vietnam War dilemmas, civil rights and gender parity struggles and the impacts of mid-to-late 20<sup>th</sup> century belt-tightening. How the program’s goal of ‘mutual understanding’ was understood and enacted across six decades lies at the heart of the book, which weaves institutional and individual experiences together with broader geopolitical issues. Bringing a complex and nuanced analysis to the Australia-US relationship, the authors offer fresh insights into the global influence of the Fulbright Program. It is a compelling account of academic exchange as cultural diplomacy. It offers a critical appraisal of Fulbright achievements and limitations in avoiding political influence, integrating gender and racial diversity, absorbing conflict and dissent, and responding to economic fluctuations and social change
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