Our holidays lie near the heart of our emotional life, enjoyed for a fortnight, fed on in imagination for eleven months of the year. What we want from our holidays tells a lot about who we are and what we wish we were.
In this charming account Fred Inglis traces the rise of the holiday from its early roots in the Grand Tour, through the coming of Thomas Cook and his Blackpool packages, to sex tourism and the hippie trail to Kathmandu. He celebrates the bodily pleasures of generations of tourists - from Edwardian banquets in Paris to fish and chips on the beach, from the Bright Young Things on the Riviera to the chosen hardships of the sea, the desert wastes and the mountain tops. He considers the ideals and the spiritual aspirations which are part of what we look for in a holiday, but he also warns of a darker current- how we have increasingly destroyed what we take most pleasure in and how the dealings between those who have much and those who have little, can seldom, however good our intentions, avoid the taint of exploitation.

Our holidays lie near the heart of our emotional life, enjoyed for a fortnight, fed on imagination for eleven months of the year. What we want from our holidays tells a lot about who we are and what we wish we were.
In this charming account, Fred Inglis traces the rise of the holiday from its early roots in the Grand Tour, through the coming of Thomas Cook and his Blackpool packages, to sex tourism and the hippie trail to Kathmandu. He celebrates the bodily pleasures of generations of tourists - from Edwardian banquets in Paris to fish and chips on the beach, from the Bright Young Things on the Riviera to the chosen hardships of the sea, the desert wastes and the mountain tops. He considers the ideals and the spiritual aspirations which are part of what we look for in a holiday, but he also warns of a darker current - how we have increasingly destroyed what we take most pleasure in and how the dealings between those who have much and those who have little, can seldom, however good our intentions, avoid the taint of exploitation.

In his life, Raymond Williams played many parts: child of the Black Mountains, inspirational adult lecturer, Cambridge professor, folk hero and guru of the left. In this first major biography, now in paperback for the first time, Fred Inglis has spoken to those who knew this complex and charismatic man at every stage of his life, from his boyhood in the Welsh border country to his brief years of retirement. Through their voices and his own passionate stories and at times combative engagement with his subject, he tells the a story of a life not just for its time but for our own. After Thatcher and Reagan and the Cold War, Williams still has much to teach us about the nature of a good and just society and about the constant struggle to attain it.

Originally published in paperback in 1982, this book was written in answer to the question 'which books should our children read, and why?' It is a study of what is, in the author's opinion, the best children's fiction of the previous hundred years, and at the same time a study of the social values which that fiction celebrates and criticises. Fred Inglis concentrates on stories for children aged between nine and thirteen; he contrasts the kinds of delight and profit to be gained from classics ancient and modern, from the novels of Dickens and Lewis Carroll via those of Arthur Ransome and Tolkien to William Mayne, Ursula Leguin, Russell Hoban and Philippa Pearce, situating these books in the social context from which they came and relating them to the audience of adults who are expected to write, publish, judge and choose books for their children.

This is the first biography of the last and greatest British idealist philosopher, R. G. Collingwood (1889-1943), a man who both thought and lived at full pitch. Best known today for his philosophies of history and art, Collingwood was also a historian, archaeologist, sailor, artist, and musician. A figure of enormous energy and ambition, he took as his subject nothing less than the whole of human endeavor, and he lived in the same way, seeking to experience the complete range of human passion. In this vivid and swiftly paced narrative, Fred Inglis tells the dramatic story of a remarkable life, from Collingwood's happy Lakeland childhood to his successes at Oxford, his archaeological digs as a renowned authority on Roman Britain, his solo sailing adventures in the English Channel, his long struggle with illness, and his sometimes turbulent romantic life.

In a manner unheard of today, Collingwood attempted to gather all aspects of human thought into a single theory of practical experience, and he wrote sweeping accounts of history, art, science, politics, metaphysics, and archaeology, as well as a highly regarded autobiography. Above all, he dedicated his life to arguing that history--not science--is the only source of moral and political wisdom and self-knowledge.

Linking the intellectual and personal sides of Collingwood's life, and providing a rich history of his milieu, "History Man" also assesses Collingwood's influence on generations of scholars after his death and the renewed recognition of his importance and interest today.

[The SAGE Key Concepts series provides students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension.] 'Dipping into this short collection reveals an eminently useful resource aimed at providing not just a use-friendly lexicon but also an example of a degree of criticality for those new to the area of education....the authors manage to tackle some serious issues with conviction, clarity and concision, all the while maintaining a sense of humour where comparable examples merely seem pedantic' - ESCalate 'This is an essential resource for anyone serious about using the English Language to talk about teaching and learning....Inglis and Aers provide a resource for [a common professional language] in their compact and highly accessible book. It has a sound philosophical rationale in which 102 key concepts in education are presented alphabetically and cross-referenced (the book reads like a high quality hyperlinked web-page)' - www.thinkingclassroom.co.uk 'This is an engaging and accessible resource which explains various sociological, philosophical and psychological concepts relevant to contemporary educational practice. The concepts are succinctly and sometimes provocatively defined and related to today's pressing issues. It will be a particularly useful reference tool for students and practitioners of education alike, with each entry including references for further reading' - Geoff Whitty, Director, Institute of Education, University of London 'If you are seeking a clear guide to principles which should guide public life in general and education in particular, look no further. Inglis and Aers write with enviable and compelling clarity. Something for all in education especially practitioners and policy makers to read and return to' - Tim Brighouse, recently Chief Adviser for London Schools and formerly Chief Education Officer for Birmingham This text provides students with over 100 essential themes, topics and expressions that Education students are likely to encounter, both during their courses and beyond in professional practice. Co-authored to draw on experiences of working within academia, local authorities and the classroom, the entries provide: - a definition of the concept - a description of the historical and practical context - an explanation of how the concept is applied - an evaluation of the concept - helpful references and suggested further reading This book will be essential reading for students of Education, and an invaluable reference tool for their professional careers. Fred Inglis is Emeritus Professor of Cultural Studies, University of Sheffield. Lesley Aers is a senior member of a local authority school improvement service and an Ofsted inspector. Both authors are former schoolteachers.