This volume describes the Russian tradition in education and in particular the dominant role of Russian nationality. The whole history of Russian education is covered from Peter the Great to Khruschev.

This volume offers a conceptual justification and methodology for comparative studies of education matching developments in the social sciences and other comparative disciplines. It also relates comparative studies of education to the practical business of policy formulation at all levels. Thus it bridges the widening gap between the purely academic world and the world of decision for development. The author draws illustrations from educational reforms, but goes further in suggesting suitable procedures or institutions which might achieve soundly based policies and secure their implementation. He takes account of the planning techniques and achievements of UNESCO, OECD and other international organizations, and examines the activities and aims of national planning for education in a wider perspective of world re-orientation.

The American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance?

This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.

This book examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of artifice and nature . The essays on the various theorists Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau can be read separately but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. The book not only charts a historical development but also reveals much that may deepen our understanding of contemporary educational dilemmas.

This two-volume study of progressive education covers the period between 1750 and 1967. The work shows educational innovations to be not just a 1990s phenomenon but one with historical roots going back to the 18th century.;The first volume traces the many currents of thought on education during the late 18th and early 19th centuries. Examining the state of education in the aftermath of the Industrial Revolution, the volume takes into account the social and economic changes of the 19th century and looks at the role of the school as agent of historical reform. As well as documenting the writings of theorists, teachers, social reformers, philanthropists and continental educational thinkers, the study deals with the contributions made by a number of British pioneers and innovative educational institutions which hitherto had not received full recognition.;Volume two reviews three waves of progressive schools, from pre-World War I up to the outbreak of World War II, before following the changing position of the progressive schools up to 1967. Although primarily concerned with England, the author discusses some progressive international movements, including key European developments .

Memory of the Argentina Disappearances examines the history of the production, public circulation, and the interpretations and reinterpretations of the Nunca Mas report issued by Argentina's National Commission on the Disappearance of Persons (CONADEP). It was established in 1983 by constitutional president Raul Alfonsin to investigate the fate of thousands of people who had been disappeared by the state during the seventies. Upon publication in 1984, Nunca Mas became a bestseller, was translated into several languages and won greater public importance when the military juntas were brought to trial and the court accepted the report as key evidence. The report's importance was further enhanced with the adoption of CONADEP and Nunca Mas as models for truth commissions established in Latin America, and when it was postulated as a means for conveying an awareness of this past to Argentina's younger generations. This book contributes to understanding the political processes that led to Nunca Mas becoming the way in which Argentines remembered the disappearances and the country's political violence, and how its meaning is modified by new interpretations. Given the canonical nature of Nunca Mas, the book sheds light on the most substantial changes and the continuities in Argentina's social memory of its recent past.

This book examines the evolution of motor sport from its creation in central Europe, throughout the rest of the continent and elsewhere, including in both North and South America.

It was published as a special issue of the International Journal of the History of Sport.

The first critical analysis of the Titanic as a modern myth, this book focuses on the second of the two Titanics. The first was the physical Titanic, the rusting remains of which can still be found twelve thousand feet below the north Atlantic. The second is the mythical Titanic which emerged just as its tangible predecessor slipped from view on April 15, 1912. It is the second of the two Titanics which remains the more interesting and which continues to carry cultural resonances today. The Myth of the Titanic begins with the launching of the "unsinkable ship" and ends with the outbreak of the "war to end all wars." It provides an insight into the particular culture of late-Edwardian Britain and beyond this draws far greater conclusions about the complex relationship between myth, history, popular culture and society as a whole.

Developments and trends in Communist education are traced in this authoritative survey by specialists. Eight chapters deal with particular aspects: ideology, psychology, the selective process, the roles of teachers and parents, polytechnical education, the universities and professional institutes. Three chapters survey the former East Germany, Poland and China as special case-studies. A concluding chapter examines common ground between Communist and other systems.

This volume completes G H Bantock 's comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate the masses was increasingly recognized, and the dilemma posed by mass civilisation and minority culture became acute as liberal autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.

Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

This volume provides an international perspective on educational dependency in considering both theories and actual developments throughout the world. Some less developed countries, in expanding their education systems, have emulated Western academic-style systems and have increased their dependence on Western models in various respects including examination validation. Others have deliberately avoided this path and have experimented with systems more 'relevant' to development, often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and confirmation of Marxist development theories; while others argue that the evidence suggests an interdependent world and that dependency theories do not apply in education.

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Behind the Silver Fern is a comprehensive history of rugby's most famous yet enigmatic team, the New Zealand All Blacks, told by the men who have had the honour of wearing the iconic black jersey. From the legendary 1905 'Originals' all the way through to the World Cup team of 2019, this unique history of the All Blacks lifts the lid on their experiences like never before. Thanks to exhaustive archival research and exclusive new material garnered from a vast array of interviews with players and coaches from across the decades, Tony Johnson and Lynn McConnell unveil the compelling truth of what it means to play for the most successful team in the history of sport - all the glory and the drama on the field, the great friendships off it, and the bonds of a brotherhood that extend far beyond the bright lights of a Test match. Absorbing and illuminating, this is the ultimate history of All Black rugby - told, definitively, by the men who have been there and done it.

Published to mark the career of one of sports history's pioneers, this book traces the evolution of sport across three continents. It brings together some of sports history's leading scholars to investigate not only the history of sport but also how that history is written.

This Festschrift marks the retirement of Professor Wray Vamplew ? an internationally-renowned leader in the field of sports history. His 1976 book The Turf was one of the very first academic histories of sport and he has been a prolific writer, scholar and teacher for almost forty years. No-one has played such an important role in the field of sports history across North America, Europe and Australia. President of the Australian, Australian Society of Sports History (ASSH), the British Society of Sports History (BSSH), the European Committee for the History of Sport (CESH) and the International Society for the History of Physical Education and Sport (ISHPES), Vamplew is currently editor of the North American Society for Sports History's (NASSH) journal, the Journal of Sport History.

This collection reflects his interests and his appeal across the three continents: essays deal with sport in America, Australia, Britain and Ireland and focus on the themes of national and regional identity, gender, trade unionism in sport and historiographical debates. It is essential reading for anyone who wants to understand the history of sport and how it is studied today.

This book was published as a special issue of Sport in History.

Despite being one of the biggest industries in the United States, indeed the World, the internal workings of the 'dream factory' that is Hollywood is little understood outside the business. The Hollywood Studio System: A History is the first book to describe and analyse the complete development, classic operation, and reinvention of the global corporate entitles which produce and distribute most of the films we watch. Starting in 1920, Adolph Zukor, Head of Paramount Pictures, over the decade of the 1920s helped to fashion Hollywood into a vertically integrated system, a set of economic innovations which was firmly in place by 1930. For the next three decades, the movie industry in the United States and the rest of the world operated by according to these principles. Cultural, social and economic changes ensured the dernise of this system after the Second World War. A new way to run Hollywood was required. Beginning in 1962, Lew Wasserman of Universal Studios emerged as the key innovator in creating a second studio system. He realized that creating a global media conglomerate was more important than simply being vertically integrated. Gomery's history tells the story of a 'tale of two systems 'using primary materials from a score of archives across the United States as well as a close reading of both the business and trade press of the time. Together with a range of photographs never before published the book also features over 150 box features illuminating aspect of the business.

This book provides a historical narrative of the Argentine tax system in the twentieth century. It argues that the failure to build permanent trust between the state and the civil society and the unraveling of confidence within Argentine society itself account for the collapse of the progressive tax system.

From the New York Times, USA Today, and Wall Street Journal bestselling author of The Radium Girls comes another dark and dramatic but ultimately uplifting tale of a forgotten woman whose inspirational journey sparked lasting change for women's rights and exposed injustices that still resonate today. "Moore has written a masterpiece of nonfiction."-Nathalia Holt, New York Times bestselling author of Rise of the Rocket Girls 1860: As the clash between the states rolls slowly to a boil, Elizabeth Packard, housewife and mother of six, is facing her own battle. The enemy sits across the table and sleeps in the next room. Her husband of twenty-one years is plotting against her because he feels increasingly threatened-by Elizabeth's intellect, independence, and unwillingness to stifle her own thoughts. So Theophilus makes a plan to put his wife back in her place. One summer morning, he has her committed to an insane asylum. The horrific conditions inside the Illinois State Hospital in Jacksonville, Illinois, are overseen by Dr. Andrew McFarland, a man who will prove to be even more dangerous to Elizabeth than her traitorous husband. But most disturbing is that Elizabeth is not the only sane woman confined to the institution. There are many rational women on her ward who tell the same story: they've been committed not because they need medical treatment, but to keep them in line-conveniently labeled "crazy" so their voices are ignored. No one is willing to fight for their freedom and, disenfranchised both by gender and the stigma of their supposed madness, they cannot possibly fight for themselves. But Elizabeth is about to discover that the merit of losing everything is that you then have nothing to lose... Bestselling author Kate Moore brings her sparkling narrative voice to The Woman They Could Not Silence, an unputdownable story of the forgotten woman who courageously fought for her own freedom-and in so doing freed millions more. Elizabeth's refusal to be silenced and her ceaseless quest for justice not only challenged the medical science of the day, and led to a giant leap forward in human rights, it also showcased the most salutary lesson: sometimes, the greatest heroes we have are those inside ourselves. "The Woman They Could Not Silence is a remarkable story of perseverance in an unjust and hostile world."-Susannah Cahalan, New York Times bestselling author of Brain on Fire