This book examines how education contributed to the creation of US empire in the Philippines by focusing on American teachers and the Filipinos with whom they lived and worked. While education was located at the heart of the imperial project, used to justify empire, the implementation of schooling in the islands deviated from the expectations of the colonial state. American teachers at times upheld, adapted, circumvented, or entirely disregarded colonial policy. Despite the language of white masculinity that imbued imperial discourse, the appointment of white women and black men as teachers allowed them to claim roles and identities that transformed understandings of gender and race. Filipinos also used the American educational system to articulate their own understandings of empire. In this context, schools were a microcosm for the colonial state, with contestations over education often standing in for the colonial relationship itself.
France has played a pivotal role in the development of modern science. Especially striking and controversial has been the way in which the state has organized scientific endeavor. After the 1880s reinvigorated university faculties played a key role in the growth of science in France, and many faculty scientists enjoyed close relations with industry, agriculture, the military, and politics. During the Third Republic the idea of governmental responsibility to support research became a dogma, due to the stimulus that science was perceived to give to the French economy. By 1939 a working mechanism of state funding for science, buttressed by a complex scientific ideology, had come into existence and provided the foundations for the development of a new structure of scientific research and education in the postwar era. From Knowledge to Power is the first full-scale treatment of this dramatic expansion of French science between 1860 and 1939.
Training in rhetoric - the art of persuasion - formed the basis of education in the Roman Empire. The classical intellectual world centered around the debate between philosophers, who boasted knowledge of objective reality, and sophists, who could debate both sides of any issue and who attracted large audiences and paying students. The roles of the Talmudic rabbis as public orators, teachers, and jurists, parallel that of Roman orators. Rabbinic literature adopted and adapted various aspects of the classical rhetorical tradition, as is demonstrated in the Talmudic penchant for arguing both sides of hypothetical cases, the midrashic hermeneutical methods, and the structure of synagogue sermons. At the same time, the rabbis also resisted the extreme epistemological relativism of rhetoric as is evident in their restraint on theoretical argumentation, their depiction of rabbinic and divine court procedure, and their commitment to the biblical prophetic tradition. Richard Hidary demonstrate
After the fall of the Ottoman Empire, Mustafa Kemal Ataturk's government encouraged substantial American investment in education and aid. It was argued that Turkey needed the technical skills and weal
In re-examining the Christianization of the Roman Empire and subsequent transformation of Graeco-Roman classical culture, this volume challenges conventional ways of understanding both the history of Christian monasticism and the history of education. The chapters interrogate assumptions that have framed monastic practice as pedagogically unprecedented, with few obvious precursors and/or parallels. A number explore how both teaching and practice merge classical pedagogical structures with Christian sources and traditions. Others re-situate monasticism within a longer trajectory of educational and institutional frameworks, elucidating models that remain central to the preservation of both Greek and Latin literary culture, and the skills of reading and writing. Through re-examination of archaeological evidence and critical re-reading of signature monastic texts, each documents the degree to which monastic structures emerged in close alignment with urban, literate society, and retain esta
In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Te
In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Te
On December 8 (Japan time), 1941, Imperial Japan launched a massive attack on beautiful Pearl Harbor, calling it "the preemptive first strike." The island empire, seduced by a mirage
Following the French conquest of Morocco in 1911 the French established a network of colonial schools for Moroccan Muslims designed to further the agendas of the conquerors. The Moroccan Soul exa
In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Te
In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Te
Though over one hundred private schools for Jewish girls thrived in the areas of Jewish settlement in the Russian empire between 1831 and 1881, their story has been largely overlooked in the scholarsh
In later Victorian England, although classical literature had long dominated education, Roman history and politics became popular areas of study, particularly after Queen Victoria became Empress of India in 1877. Many writers on colonialism drew parallels between the Roman and British Empires, but Sir Charles Lucas' book, first published in 1912, went further in its analysis. He stresses that the causes of an empire's growth and strength are numerous, and that geography and technological development are particularly important. Like writers such as Froude, he attempts to forecast the future development of the British Empire. He also points out differences between the two empires. Roman expansion was not accompanied by widespread emigration, in the way that British colonists settled North America and Australasia, for example. British India, manifesting the military and economic domination of a much larger subject people by a tiny administrative class, bore more resemblance to Roman imper
The Roman Empire traditionally presented itself as the centre of the world, a view sustained by ancient education and conveyed in imperial literature. Historiography in particular tended to be written from an empire-centred perspective. In Late Antiquity, however, that attitude was challenged by the fragmentation of the empire. This book explores how a post-imperial representation of space emerges in the historiography of that period. Minds adapted slowly, long ignoring Constantinople as the new capital and still finding counter-worlds at the edges of the world. Even in Christian literature, often thought of as introducing a new conception of space, the empire continued to influence geographies. Political changes and theological ideas, however, helped to imagine a transferral of empire away from Rome and to substitute ecclesiastical for imperial space. By the end of Late Antiquity, Rome was just one of many centres of the world.
◎Cambridge Discovery Education Interactive Readers are the next generation of graded readers - captivating topics, high-impact video, and interactive exercises designed to motivate and engage. From Eg
"The Victorian era was a time of dramatic change. During this period Britain ruled the largest empire on earth, witnessed the expansion of democracy, and developed universal education and mass print c
By the end of the eighteenth century, Buenos Aires was one of the major commercial entrepots of the Spanish American empire. Chief among the beneficiaries of the new prosperity of the area were the wholesale merchants, a group of men who came to control the commerce of the entire Viceroyalty of Rio de la Plata. This study, a contribution to the fields of social history and group biography, looks at the formation of the merchant group, and at the social patterns which assured the merchants' primacy in the economic and social life of the colony. Origin, education, recruitment, group perpetuation and social mobility are treated in depth. The role of women and marriage in recruiting individual merchants into mercantile families and clans is a central issue. Professor Socolow also looks at the merchants' roles in commerce and society, lay religious institutions and local government. A biography of one merchant, Gaspar de Santa Coloma, provides a case study of the multiple roles of a porteno
This book examines how education contributed to the creation of US empire in the Philippines by focusing on American teachers and the Filipinos with whom they lived and worked. While education was located at the heart of the imperial project, used to justify empire, the implementation of schooling in the islands deviated from the expectations of the colonial state. American teachers at times upheld, adapted, circumvented, or entirely disregarded colonial policy. Despite the language of white masculinity that imbued imperial discourse, the appointment of white women and black men as teachers allowed them to claim roles and identities that transformed understandings of gender and race. Filipinos also used the American educational system to articulate their own understandings of empire. In this context, schools were a microcosm for the colonial state, with contestations over education often standing in for the colonial relationship itself.
