Philip Dawid, William Twining, and Mimi Vasilaki (eds)
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264843
- eISBN:
- 9780191754050
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264843.001.0001
- Subject:
- Sociology, Methodology and Statistics
Evidence — its nature and interpretation — is the key to many topical debates and concerns such as global warming, evolution, the search for weapons of mass destruction, DNA profiling, and ...
More
Evidence — its nature and interpretation — is the key to many topical debates and concerns such as global warming, evolution, the search for weapons of mass destruction, DNA profiling, and evidence-based medicine. In 2004, University College London launched a cross-disciplinary research programme ‘Evidence, Inference and Enquiry’ to explore the question: ‘Can there be an integrated multidisciplinary science of evidence?’ While this question was hotly contested and no clear final consensus emerged, much was learned on the journey. This book, based on the closing conference of the programme held at the British Academy in December 2007, illustrates the complexity of the subject, with seventeen chapters written from a diversity of perspectives including Archaeology, Computer Science, Economics, Education, Health, History, Law, Psychology, Philosophy, and Statistics. General issues covered include principles and systems for handling complex evidence, evidence for policy-making, and human evidence-processing, as well as the very possibility of systematising the study of evidence.Less
Evidence — its nature and interpretation — is the key to many topical debates and concerns such as global warming, evolution, the search for weapons of mass destruction, DNA profiling, and evidence-based medicine. In 2004, University College London launched a cross-disciplinary research programme ‘Evidence, Inference and Enquiry’ to explore the question: ‘Can there be an integrated multidisciplinary science of evidence?’ While this question was hotly contested and no clear final consensus emerged, much was learned on the journey. This book, based on the closing conference of the programme held at the British Academy in December 2007, illustrates the complexity of the subject, with seventeen chapters written from a diversity of perspectives including Archaeology, Computer Science, Economics, Education, Health, History, Law, Psychology, Philosophy, and Statistics. General issues covered include principles and systems for handling complex evidence, evidence for policy-making, and human evidence-processing, as well as the very possibility of systematising the study of evidence.
Mark Regnerus and Jeremy Uecker
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199743285
- eISBN:
- 9780199894741
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199743285.001.0001
- Subject:
- Religion, Religion and Society
This book tells the definitive story of the sexual and relationship values and practices of young adults. The authors draw upon their analysis of nationally representative data and ...
More
This book tells the definitive story of the sexual and relationship values and practices of young adults. The authors draw upon their analysis of nationally representative data and scores of in-person interviews to help shed light on numerous questions about the sex lives of young Americans, including how long their relationships last, how quickly they become sexual, why the double standard is so stubborn, who remains a virgin and for how long, how gender imbalances in college change the rules of mating, the “price” of sex and its effects on relationship security, how online social networking and porn alter the market in relationships, how emerging adults think about marriage and relationship permanence, who marries early, why the age at marriage is rising rapidly, and how “red” and “blue” politics are reflected in our sexual choices. This book reveals striking disparities between college students and those who never pursued higher education, between conservatives and liberals, and between men and women in their experiences of romantic and sexual relationships. Although women continue to make great strides in higher education and the economy, their relationships are stalling and making many of them unhappy. Quests for sexual chemistry fall short or even backfire, revealing discordant experiences with serial monogamy among many men and women. And yet the powerful scripts of sexual equality and romantic individualism propel emerging adults forward to try again. The result is an omnibus study of sex and relationships in the lives of heterosexual emerging adults in America.Less
This book tells the definitive story of the sexual and relationship values and practices of young adults. The authors draw upon their analysis of nationally representative data and scores of in-person interviews to help shed light on numerous questions about the sex lives of young Americans, including how long their relationships last, how quickly they become sexual, why the double standard is so stubborn, who remains a virgin and for how long, how gender imbalances in college change the rules of mating, the “price” of sex and its effects on relationship security, how online social networking and porn alter the market in relationships, how emerging adults think about marriage and relationship permanence, who marries early, why the age at marriage is rising rapidly, and how “red” and “blue” politics are reflected in our sexual choices. This book reveals striking disparities between college students and those who never pursued higher education, between conservatives and liberals, and between men and women in their experiences of romantic and sexual relationships. Although women continue to make great strides in higher education and the economy, their relationships are stalling and making many of them unhappy. Quests for sexual chemistry fall short or even backfire, revealing discordant experiences with serial monogamy among many men and women. And yet the powerful scripts of sexual equality and romantic individualism propel emerging adults forward to try again. The result is an omnibus study of sex and relationships in the lives of heterosexual emerging adults in America.
Suzanne Mettler
- Published in print:
- 2009
- Published Online:
- July 2012
- ISBN:
- 9780195392135
- eISBN:
- 9780199852543
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195392135.003.0008
- Subject:
- Political Science, American Politics
In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to ...
More
In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to expand opportunities for college attendance is key to providing channels for upward mobility, thus, lessening the scope and impact of economic inequality. However, recent studies have shown that this priority of promoting higher education has decreased over time. This chapter aims to explain why the United States has experienced such a departure. It emphasizes how policies created at earlier junctures foster new political dynamics. It also explains how higher education policies promoted development regarding key interest groups such as lenders. However, these same policies failed to mobilize ordinary citizens, this includes students, and families who hoped to send their children to college.Less
In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to expand opportunities for college attendance is key to providing channels for upward mobility, thus, lessening the scope and impact of economic inequality. However, recent studies have shown that this priority of promoting higher education has decreased over time. This chapter aims to explain why the United States has experienced such a departure. It emphasizes how policies created at earlier junctures foster new political dynamics. It also explains how higher education policies promoted development regarding key interest groups such as lenders. However, these same policies failed to mobilize ordinary citizens, this includes students, and families who hoped to send their children to college.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0041
- Subject:
- Religion, Church History
Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was ...
More
Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was also named to Princeton College’s Board of Trustees in 1850. He served on the Board until his death in 1878. While a Trustee, Hodge worked closely with Presidents Carnahan, Maclean and McCosh to keep religious instruction an important part of the school’s curriculum. He also stressed a broad-based liberal arts approach to the College’s curricular agenda.Less
Chapter forty-one deals with the years immediately following the death of so many of Hodge’s friends and family. He underwent intense bouts of grief and his physical health was not strong. He was also named to Princeton College’s Board of Trustees in 1850. He served on the Board until his death in 1878. While a Trustee, Hodge worked closely with Presidents Carnahan, Maclean and McCosh to keep religious instruction an important part of the school’s curriculum. He also stressed a broad-based liberal arts approach to the College’s curricular agenda.
Amy J. Binder and Kate Wood
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691145372
- eISBN:
- 9781400844876
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691145372.001.0001
- Subject:
- Sociology, Education
The last two decades have seen historians and political scientists extensively study the rise of conservatism. An addition to that literature, this book offers an analysis of the state of college ...
More
The last two decades have seen historians and political scientists extensively study the rise of conservatism. An addition to that literature, this book offers an analysis of the state of college conservatism and explains the factors that shape the student and the citizen. Conservative pundits allege that the pervasive liberalism of America's colleges and universities has detrimental effects on undergraduates, most particularly right-leaning ones. Yet not enough attention has actually been paid to young conservatives to test these claims—until now. This book explores who conservative students are, and how their beliefs and political activism relate to their university experiences. It shows that the diverse conservative movement evolving among today's college students holds important implications for the direction of American politics.Less
The last two decades have seen historians and political scientists extensively study the rise of conservatism. An addition to that literature, this book offers an analysis of the state of college conservatism and explains the factors that shape the student and the citizen. Conservative pundits allege that the pervasive liberalism of America's colleges and universities has detrimental effects on undergraduates, most particularly right-leaning ones. Yet not enough attention has actually been paid to young conservatives to test these claims—until now. This book explores who conservative students are, and how their beliefs and political activism relate to their university experiences. It shows that the diverse conservative movement evolving among today's college students holds important implications for the direction of American politics.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0008
- Subject:
- Religion, Church History
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step ...
More
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.Less
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.
Peter Hinchliff
- Published in print:
- 1987
- Published Online:
- October 2011
- ISBN:
- 9780198266884
- eISBN:
- 9780191683091
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198266884.001.0001
- Subject:
- Religion, Church History
The conventional picture of Benjamin Jowett (1817–93) is of the outstanding educator, the famous master of Balliol College, Oxford, whose pupils were extremely influential in the public life of ...
More
The conventional picture of Benjamin Jowett (1817–93) is of the outstanding educator, the famous master of Balliol College, Oxford, whose pupils were extremely influential in the public life of Britain in the second half of the 19th century. However, he is also recognized as a theologian since he contributed an essay titled ‘On the Interpretation of Scripture’ to Essays and Reviews, a collection published in 1860. The book's liberalism aroused great controversy, and it was eventually synodically condemned in 1864. It has been thought that having got into trouble over his essay, Jowett abandoned theology and became a purely secular figure. This book attempts to identify the ideas which caused Jowett to develop his theology, the thinkers who influenced him, and how his own religious ideas evolved. It argues that, after the Essays and Reviews controversy, he deliberately chose to disseminate those ideas through the college of which he became master. It also shows how he influenced other religious thinkers and theologians of the late 19th and early 20th centuries, arguing that he was more important in the history of English theology than is usually recognized.Less
The conventional picture of Benjamin Jowett (1817–93) is of the outstanding educator, the famous master of Balliol College, Oxford, whose pupils were extremely influential in the public life of Britain in the second half of the 19th century. However, he is also recognized as a theologian since he contributed an essay titled ‘On the Interpretation of Scripture’ to Essays and Reviews, a collection published in 1860. The book's liberalism aroused great controversy, and it was eventually synodically condemned in 1864. It has been thought that having got into trouble over his essay, Jowett abandoned theology and became a purely secular figure. This book attempts to identify the ideas which caused Jowett to develop his theology, the thinkers who influenced him, and how his own religious ideas evolved. It argues that, after the Essays and Reviews controversy, he deliberately chose to disseminate those ideas through the college of which he became master. It also shows how he influenced other religious thinkers and theologians of the late 19th and early 20th centuries, arguing that he was more important in the history of English theology than is usually recognized.
Robert DiYanni and Anton Borst
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780691183800
- eISBN:
- 9780691202006
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691183800.001.0001
- Subject:
- Education, Higher and Further Education
The college classroom is a place where students have the opportunity to be transformed and inspired through learning—but teachers need to understand how students actually learn. This book provides an ...
More
The college classroom is a place where students have the opportunity to be transformed and inspired through learning—but teachers need to understand how students actually learn. This book provides an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The book explains what to teach—emphasizing concepts and their relationships, not just isolated facts—as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. This book is an essential resource for new instructors and seasoned pros alike.Less
The college classroom is a place where students have the opportunity to be transformed and inspired through learning—but teachers need to understand how students actually learn. This book provides an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The book explains what to teach—emphasizing concepts and their relationships, not just isolated facts—as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. This book is an essential resource for new instructors and seasoned pros alike.
Charles Conti
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198263388
- eISBN:
- 9780191682513
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198263388.001.0001
- Subject:
- Religion, Theology, Philosophy of Religion
How can we, or should we, talk about God? What concepts are involved in the idea of a Supreme Being? This book is about the search to reconcile modern metaphysics with traditional theism — focusing ...
More
How can we, or should we, talk about God? What concepts are involved in the idea of a Supreme Being? This book is about the search to reconcile modern metaphysics with traditional theism — focusing on the seminal work of Austin Farrer, who was Warden of Keble College, Oxford, until his death in 1968, and one of the most original and important philosophers of religion of this century.Less
How can we, or should we, talk about God? What concepts are involved in the idea of a Supreme Being? This book is about the search to reconcile modern metaphysics with traditional theism — focusing on the seminal work of Austin Farrer, who was Warden of Keble College, Oxford, until his death in 1968, and one of the most original and important philosophers of religion of this century.
Steven Brint
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182667
- eISBN:
- 9780691184890
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182667.003.0004
- Subject:
- Education, Higher and Further Education
This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at ...
More
This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at risk of noncompletion. The sociologist James E. Rosenbaum (1998) coined the term “college for all” to describe the aspirations of policymakers and college and university administrators to extend college opportunities as widely as possible. Access and completion are the drivers of the educational revolution that has made college seem less like a choice than a necessity, but the revolution could not have occurred unless it had preserved and indeed added ways for ambitious students to acquire status at college and beyond graduation.Less
This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at risk of noncompletion. The sociologist James E. Rosenbaum (1998) coined the term “college for all” to describe the aspirations of policymakers and college and university administrators to extend college opportunities as widely as possible. Access and completion are the drivers of the educational revolution that has made college seem less like a choice than a necessity, but the revolution could not have occurred unless it had preserved and indeed added ways for ambitious students to acquire status at college and beyond graduation.
Amy Nelson Burnett
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305760
- eISBN:
- 9780199784912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305760.003.0004
- Subject:
- Religion, History of Christianity
The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future ...
More
The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future pastors were foundational aspects of the city’s new system of pastoral training. Over time, the religious curriculum became more rigorous and the city’s catechism was interpreted to accord more fully with Reformed Orthodoxy. Stricter supervision of stipendiates and an increase in the number of stipends made it possible for more students to study for a longer time before entering the ministry. As students, they were expected to live in one of the university’s two colleges, where they received additional theological education and were subject to closer supervision.Less
The introduction of systematic religious instruction at Basel’s most important Latin school, the reformation of its stipendiary system, and the creation of colleges intended especially for future pastors were foundational aspects of the city’s new system of pastoral training. Over time, the religious curriculum became more rigorous and the city’s catechism was interpreted to accord more fully with Reformed Orthodoxy. Stricter supervision of stipendiates and an increase in the number of stipends made it possible for more students to study for a longer time before entering the ministry. As students, they were expected to live in one of the university’s two colleges, where they received additional theological education and were subject to closer supervision.
Chris Beneke
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305555
- eISBN:
- 9780199784899
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305558.003.0003
- Subject:
- Religion, Religion and Society
This chapter examines religious discourse in mid-century America, which was characterized by unprecedented ecumenism and surprisingly widespread praise for integration. Beginning in the mid-1740s, ...
More
This chapter examines religious discourse in mid-century America, which was characterized by unprecedented ecumenism and surprisingly widespread praise for integration. Beginning in the mid-1740s, religious writers stressed the common principles that Protestants of all denominations shared. During the same period, colonial institutions of many types declared themselves “open to all parties” — by which they usually meant all religious parties. Extended accounts of the Free Mason movement, the legislative assemblies of New York and Philadelphia, and the fight for control of King’s College (Columbia University), demonstrate a growing consciousness of religious diversity and the increasing priority accorded to interdenominational cooperation.Less
This chapter examines religious discourse in mid-century America, which was characterized by unprecedented ecumenism and surprisingly widespread praise for integration. Beginning in the mid-1740s, religious writers stressed the common principles that Protestants of all denominations shared. During the same period, colonial institutions of many types declared themselves “open to all parties” — by which they usually meant all religious parties. Extended accounts of the Free Mason movement, the legislative assemblies of New York and Philadelphia, and the fight for control of King’s College (Columbia University), demonstrate a growing consciousness of religious diversity and the increasing priority accorded to interdenominational cooperation.
David Albert Jones
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199213009
- eISBN:
- 9780191707179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199213009.003.0002
- Subject:
- Religion, Church History
This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which ...
More
This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which the clergy were drawn. It describes the education of clergy at grammar and free schools and at the universities. It examines the specific training for ordination that was provided for them and how provision was made for poor candidates — mostly from geographically remote areas — unable to attend one of the universities, and new developments in training during the 1830s. The means by which prospective clergy secured their first posts is discussed, and the means provided to encourage them to continue their theological studies.Less
This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which the clergy were drawn. It describes the education of clergy at grammar and free schools and at the universities. It examines the specific training for ordination that was provided for them and how provision was made for poor candidates — mostly from geographically remote areas — unable to attend one of the universities, and new developments in training during the 1830s. The means by which prospective clergy secured their first posts is discussed, and the means provided to encourage them to continue their theological studies.
Robert B. Archibald and David H. Feldman
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199744503
- eISBN:
- 9780199866168
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199744503.001.0001
- Subject:
- Economics and Finance, Financial Economics
College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of ...
More
College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of the cost of attendance. Much of what is written ties rapidly rising tuition to dysfunctional behavior in the academy. Common examples include prestige games among universities, gold-plated amenities, and bloated administration. This book offers a different view, one that places higher education firmly within the larger economic history of the United States. A technological trio of broad economic forces has come together in the last thirty years to cause higher education costs, and costs in many other important service industries, to rise much more rapidly than the inflation rate. The main culprit is economic growth itself. This finding does not mean that all is well in American higher education. A college education has become less reachable to a broad swath of the American public at the same time that the market demand for highly educated people has soared. This affordability problem has deep roots. The book explores how cost pressure, the changing wage structure of the U.S. economy, and the complexity of financial aid policy combine to reduce access to higher education below what we need in the 21st-century labor market. This book is a call to calm the rhetoric of blame and to find instead policies that will increase access to higher education while preserving the quality of our colleges and universities.Less
College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of the cost of attendance. Much of what is written ties rapidly rising tuition to dysfunctional behavior in the academy. Common examples include prestige games among universities, gold-plated amenities, and bloated administration. This book offers a different view, one that places higher education firmly within the larger economic history of the United States. A technological trio of broad economic forces has come together in the last thirty years to cause higher education costs, and costs in many other important service industries, to rise much more rapidly than the inflation rate. The main culprit is economic growth itself. This finding does not mean that all is well in American higher education. A college education has become less reachable to a broad swath of the American public at the same time that the market demand for highly educated people has soared. This affordability problem has deep roots. The book explores how cost pressure, the changing wage structure of the U.S. economy, and the complexity of financial aid policy combine to reduce access to higher education below what we need in the 21st-century labor market. This book is a call to calm the rhetoric of blame and to find instead policies that will increase access to higher education while preserving the quality of our colleges and universities.
Emily Greenwood
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199575244
- eISBN:
- 9780191722189
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199575244.003.0003
- Subject:
- Classical Studies, Literary Studies: Classical, Early, and Medieval
This chapter examines the influence of the colonial educational curriculum in the British West Indies on the invention of a distinctive mode of Caribbean Classics. The first half of the chapter ...
More
This chapter examines the influence of the colonial educational curriculum in the British West Indies on the invention of a distinctive mode of Caribbean Classics. The first half of the chapter describes the culture of elite education in the British West Indies, centred on the Cambridge Certificate examinations and the competitive grail of the island scholarships. The second half of the chapter argues that accounts of Classics in the colonial curriculum broadly correspond to three tropes: ‘Contesting the Curriculum’, ‘Afro‐Romans and Imperial Redistribution’, and ‘Finding one's Own Way in Classics’. Each trope is illustrated with reference to a range of anglophone Caribbean works, including V. S. Naipaul's Miguel Street (1959), C. L. R. James's Beyond a Boundary (1963), Eric Williams's autobiography Inward Hunger (1969), Austin Clarke's Growing up Stupid under the Union Jack (1980), and selected poems by Howard Fergus and E. A. Markham.Less
This chapter examines the influence of the colonial educational curriculum in the British West Indies on the invention of a distinctive mode of Caribbean Classics. The first half of the chapter describes the culture of elite education in the British West Indies, centred on the Cambridge Certificate examinations and the competitive grail of the island scholarships. The second half of the chapter argues that accounts of Classics in the colonial curriculum broadly correspond to three tropes: ‘Contesting the Curriculum’, ‘Afro‐Romans and Imperial Redistribution’, and ‘Finding one's Own Way in Classics’. Each trope is illustrated with reference to a range of anglophone Caribbean works, including V. S. Naipaul's Miguel Street (1959), C. L. R. James's Beyond a Boundary (1963), Eric Williams's autobiography Inward Hunger (1969), Austin Clarke's Growing up Stupid under the Union Jack (1980), and selected poems by Howard Fergus and E. A. Markham.
George P. Fletcher
- Published in print:
- 2003
- Published Online:
- November 2003
- ISBN:
- 9780195156287
- eISBN:
- 9780199872169
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195156285.003.0013
- Subject:
- Political Science, American Politics
In this afterword, the author discusses the events surrounding the 2000 U.S. Presidential election, in which George W. Bush became President based on a Supreme Court ruling that gave him the majority ...
More
In this afterword, the author discusses the events surrounding the 2000 U.S. Presidential election, in which George W. Bush became President based on a Supreme Court ruling that gave him the majority in the electoral college, defeating Vice President Al Gore, who had won the popular vote. The widely held ideal of a popular democracy is contrasted with the reality of the Twelfth Amendment system of electoral votes, and the author asserts that such contrasts point to the ongoing conflict between our “two constitutions” and our own sense of nationhood. Issues of voter disenfranchisement raised in the election are also examined.Less
In this afterword, the author discusses the events surrounding the 2000 U.S. Presidential election, in which George W. Bush became President based on a Supreme Court ruling that gave him the majority in the electoral college, defeating Vice President Al Gore, who had won the popular vote. The widely held ideal of a popular democracy is contrasted with the reality of the Twelfth Amendment system of electoral votes, and the author asserts that such contrasts point to the ongoing conflict between our “two constitutions” and our own sense of nationhood. Issues of voter disenfranchisement raised in the election are also examined.
Stephen E. Lahey
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195183313
- eISBN:
- 9780199870349
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195183313.003.0001
- Subject:
- Religion, History of Christianity
This chapter provides the basic biographical material necessary to understand the course of Wyclif’s life. The first section traces Wyclif’s career at Oxford University, specifically at Merton and ...
More
This chapter provides the basic biographical material necessary to understand the course of Wyclif’s life. The first section traces Wyclif’s career at Oxford University, specifically at Merton and Balliol Colleges. Wyclif was a prolific writer, and while establishing a precise chronology for his works as they have come down to us is difficult, given his apparently extensive re-editing of his works, the chapter describes the organization of his two major philosophical collections, the Summa de Ente and the Summa Theologie. The second section surveys Wyclif’s career in the service of the Duke of Lancaster, his subsequent dismissal from Oxford University, and his ongoing disputes with Bishop William Courtenay of London. During his final years in exile in Lutterworth, Leicestershire, Wyclif produced a significant body of writing, ranging from exegesis to polemics, remaining active in his criticisms of the ecclesiastical status quo.Less
This chapter provides the basic biographical material necessary to understand the course of Wyclif’s life. The first section traces Wyclif’s career at Oxford University, specifically at Merton and Balliol Colleges. Wyclif was a prolific writer, and while establishing a precise chronology for his works as they have come down to us is difficult, given his apparently extensive re-editing of his works, the chapter describes the organization of his two major philosophical collections, the Summa de Ente and the Summa Theologie. The second section surveys Wyclif’s career in the service of the Duke of Lancaster, his subsequent dismissal from Oxford University, and his ongoing disputes with Bishop William Courtenay of London. During his final years in exile in Lutterworth, Leicestershire, Wyclif produced a significant body of writing, ranging from exegesis to polemics, remaining active in his criticisms of the ecclesiastical status quo.
Diana Knight (ed.)
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780197266670
- eISBN:
- 9780191905391
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197266670.003.0001
- Subject:
- Literature, Film, Media, and Cultural Studies
The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role ...
More
The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role in the emergence of interdisciplinarity. But Barthes was alert to its recuperation by the technocratic higher-education reforms of 1968, referring to ‘the myth of interdisciplinarity’. He was equally wary of a federation of disciplines that would leave each one comfortably unchanged, rather than overturning the intellectual landscape. A more fertile interdisciplinarity originates in Barthes’s intensive reading of Michelet in the sanatorium. It is tracked through his euphoric discovery of structuralism to his teaching at the École pratique des hautes études, and his idiosyncratic aspirations for a ‘peripatetic’ chair of literary semiology at the Collège de France. Barthes was interested in the historically shifting hierarchies of disciplines, noting the equal status of the trivium and quadrivium within the medieval septenium, and bemoaning the downgrading of language to mere instrumentality within the contemporary human sciences. Literature, which already contains within it all forms of knowledge, is proposed as a transformative discipline despite its current exclusion, a corrective for the refusal of the human sciences to pay attention to their discourse.Less
The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role in the emergence of interdisciplinarity. But Barthes was alert to its recuperation by the technocratic higher-education reforms of 1968, referring to ‘the myth of interdisciplinarity’. He was equally wary of a federation of disciplines that would leave each one comfortably unchanged, rather than overturning the intellectual landscape. A more fertile interdisciplinarity originates in Barthes’s intensive reading of Michelet in the sanatorium. It is tracked through his euphoric discovery of structuralism to his teaching at the École pratique des hautes études, and his idiosyncratic aspirations for a ‘peripatetic’ chair of literary semiology at the Collège de France. Barthes was interested in the historically shifting hierarchies of disciplines, noting the equal status of the trivium and quadrivium within the medieval septenium, and bemoaning the downgrading of language to mere instrumentality within the contemporary human sciences. Literature, which already contains within it all forms of knowledge, is proposed as a transformative discipline despite its current exclusion, a corrective for the refusal of the human sciences to pay attention to their discourse.
Lucy O’Meara
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780197266670
- eISBN:
- 9780191905391
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197266670.003.0009
- Subject:
- Literature, Film, Media, and Cultural Studies
Roland Barthes was a classicist by training; his work frequently alludes to the classical literary canon and the ancient art of rhetoric. This chapter argues that ancient Greco-Roman philosophy ...
More
Roland Barthes was a classicist by training; his work frequently alludes to the classical literary canon and the ancient art of rhetoric. This chapter argues that ancient Greco-Roman philosophy permits insights into Barthes’s very late work, particularly when we understand ancient philosophy not as an academic discipline, but as a mode of thought which prioritises an art of living. This chapter will focus on Barthes’s posthumously published Collège de France lecture notes (1977–80) and on other posthumous diary material, arguing that this work can be seen as part of a tradition of thought which has its roots in the ethics and care of the self proposed by ancient Greco-Roman philosophical thought. The chapter uses the work of the historian of ancient philosophy, Pierre Hadot, to set Barthes’s teaching in dialogue with Stoic and Epicurean thought, and subsequently refers to Stanley Cavell’s work on ‘moral perfectionism’ to demonstrate how Barthes’s final lecture courses, and the associated Vita Nova project, can be seen as efforts by Barthes to transform his ‘intelligibility’. Barthes’s late moral perfectionism, and the individualism of his teaching, corresponds to the ancient philosophical ethical imperative to think one’s way of life differently and thereby to transform one’s self.Less
Roland Barthes was a classicist by training; his work frequently alludes to the classical literary canon and the ancient art of rhetoric. This chapter argues that ancient Greco-Roman philosophy permits insights into Barthes’s very late work, particularly when we understand ancient philosophy not as an academic discipline, but as a mode of thought which prioritises an art of living. This chapter will focus on Barthes’s posthumously published Collège de France lecture notes (1977–80) and on other posthumous diary material, arguing that this work can be seen as part of a tradition of thought which has its roots in the ethics and care of the self proposed by ancient Greco-Roman philosophical thought. The chapter uses the work of the historian of ancient philosophy, Pierre Hadot, to set Barthes’s teaching in dialogue with Stoic and Epicurean thought, and subsequently refers to Stanley Cavell’s work on ‘moral perfectionism’ to demonstrate how Barthes’s final lecture courses, and the associated Vita Nova project, can be seen as efforts by Barthes to transform his ‘intelligibility’. Barthes’s late moral perfectionism, and the individualism of his teaching, corresponds to the ancient philosophical ethical imperative to think one’s way of life differently and thereby to transform one’s self.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0005
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 5 presents a comprehensive and innovative analysis of extracurricular sports for undergraduate women between the 1920s and 1950s. Why did some colleges and universities approve high-level ...
More
Chapter 5 presents a comprehensive and innovative analysis of extracurricular sports for undergraduate women between the 1920s and 1950s. Why did some colleges and universities approve high-level female competition, while others opposed it? Why did like-minded physical educators at similar institutions reach different conclusions about women’s athletics? The chapter argues that both national and local factors played a role. As higher education and student populations changed, each institution’s mission and identity, demographic makeup, donor base, governance structure, and campus culture produced distinctive practices of “difference” along axes of gender, race, and class; these frameworks either facilitated or disallowed women’s athletics. The analysis includes case studies of diverse schools, including Agnes Scott, Milwaukee-Downer, Smith, Bryn Mawr, Stanford, Hampton, Tuskegee, and Spelman.Less
Chapter 5 presents a comprehensive and innovative analysis of extracurricular sports for undergraduate women between the 1920s and 1950s. Why did some colleges and universities approve high-level female competition, while others opposed it? Why did like-minded physical educators at similar institutions reach different conclusions about women’s athletics? The chapter argues that both national and local factors played a role. As higher education and student populations changed, each institution’s mission and identity, demographic makeup, donor base, governance structure, and campus culture produced distinctive practices of “difference” along axes of gender, race, and class; these frameworks either facilitated or disallowed women’s athletics. The analysis includes case studies of diverse schools, including Agnes Scott, Milwaukee-Downer, Smith, Bryn Mawr, Stanford, Hampton, Tuskegee, and Spelman.
