From: L-Soft list server at St. John's University (1.8c) To: Ian Pitchford Subject: File: "SCI-CULT LOG9708" Date: Sunday, September 27, 1998 10:18 AM ========================================================================= Date: Fri, 1 Aug 1997 09:46:15 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: All Australian Universities X-To: Basuki In-Reply-To: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" All Australian universities: http://wordpro.com/globalquest/UnivInfo.htm The best search engine (which searches a number of them) is Ask Jeeves: http://www.askjeeves.com/index.asp >Dear Pak Robert, > >Pak = Sir. > >I am from Indonesia. > >I pass S-2 just in June 11-th 1997. > >I like continue to S-3 and The Ministry where I work advice to follow >Australia Development Scholarship. > >Do you have e-mails of Australian Universities and their > >~Professors ?. > >I want get lesson Opthalmology, but what is that, I mean can I take >eventhough I am not physician?. My S-1 is Communication and S-2 is >National Resilience, but I learnt Biology when I was in Senior High >School. > >Thank you for your reply then, > >Hope you get al lots of lucky today and forever. > > >Basuki __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Sat, 2 Aug 1997 17:34:57 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: Hippocrates: on-line health/medical magazine Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Hippocrates http://www.medscape.com/time/hippocrates/public/journal.hippocrates.html ISSN 0892-2977 HIPPOCRATES is an electronic version of the Time Inc. monthly magazine on health and medicine for physicians. Covering topics ranging from nutrition to research breakthroughs, prevention to malpractice, fitness to patient communication, HIPPOCRATES provides primary care physicians with the latest news, trends, and ideas influencing their patients and affecting their practices. Recent Contents: Features Breaking Free Ulcers Rushing Heaven's Door Departments Editor's Note - Getting Away From It All Reflexes - Letters From Our Readers Vital Signs - Health and Medical News Out of Balance: Do Americans Get Enough Iron? Hard Head Hits: A Second May Be Fatal A Melodic Recovery? Tapping Nurses to Do Doctors' Work Broken Vows The Benefits of Wine Begin With the Grape Can a Bedside Smile Prevent a Lawsuit? For Certain Heart Attacks, Less Is More Mammograms: What Doctors Say Matters Headlines: What Your Patients are Reading Wake Up and Smell the Benefits of Coffee Drugs to Treat Depression in Children? TB Infections on the Rise? A New Breed of Superlice In Practice - On the Other Side of Loss Medical Moments - Rehabilitation at Work Housecalls - What Your Patients Are Asking What Can Be Done About Bad Breath? What Causes an Enlarged Heart? Why Is Muscle Soreness Delayed After Exercise? Contact: Use the form at http://www.medscape.com/Home/feedback.html __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Wed, 6 Aug 1997 18:48:41 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: Reader's Catalogue On-line; _NY Review of Books_ Archive; _Granta_ X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" NYBooks "The Website for the intellectually curious" . Contains links to Reader's Catalog Online, "the entire Reader's Catalog database, annotated and illustrated, will be made available, as well as a wide-ranging database of over three hundred thousand other titles, virtually every book *really* available in the US"; New York Review of Books. The archive now contains 11 recent issues (February through July of this year) plus the first issue: "This special exhibition of our first issue inaugurates an ambitious archival project at The New York Review: the digital conversion of our entire 34-year publishing history. Over the next three years, The New York Review archives will be making back issues available electronically, in monthly increments. All archival articles will be exactly as they appeared in print and presented in an easily downloaded or printed form." Scofield notes that about half the current issue is there too. Also _Granta_ - current issue and archive __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Thu, 14 Aug 1997 10:17:52 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: Journal of Evolutionary Economics Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Journal of Evolutionary Economics http://link.springer.de/link/service/journals/00191/index.htm This electronic version of the print journal of the same name is published on the web by Springer-Verlag Berlin. It aims to provide an international forum for a new approach to economics. Following the tradition of Joseph A. Schumpeter, it is designed to focus on original research with an evolutionary conception of the economy. The journal will publish articles with a strong emphasis on dynamics, changing structures (including technologies, institutions, beliefs and behaviours) and disequilibrium processes with an evolutionary perspective (innovation, selection, imitation, etc.). It favours interdisciplinary analysis and is devoted to theoretical, methodological and applied work. Research areas include: industrial dynamics; multi-sectoral and cross-country studies of productivity; innovations and new technologies; dynamic competition and structural change in a national and international context; causes and effects of technological, political and social changes; cyclic processes in economic evolution; the role of governments in a dynamic world; modelling complex dynamic economic systems; application of concepts, such as self-organization, bifurcation, and chaos theory to economics; evolutionary games. Articles are published in Postscript format as well as Adobe Acrobat portable document format and are available to subscribers using a password provided by the publisher. No password is required to view the article abstracts, which are published in html format. Subscription Information -North America. Recommended annual subscription rate: approx. US $ 309.00 (single issue price approx. US$ 96.00) including carriage charges. Subscriptions are entered with prepayment only. -All other countries. Recommended annual subscription rate: DM 440.00 plus carriage charges. ISSN 1432-1386 (electronic version) Editors: H. Hanusch, S. Klepper Email: helpdesk@link.springer.de __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Thu, 14 Aug 1997 10:37:42 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: PsychArticleSearch X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" I have totally revised my pages, which allow you to search for article titles and/or abstracts of more than 300 individual psychological journals and 8 groups of journals (including Medline): http://www.wiso.uni-augsburg.de/sozio/hartmann/psycho/jsearch.html This site is parasitic in the sense, that it launches its searches against external databases. Therefor the quality of its output depends totally on the quality of these external resources. Your feedback would be very helpful for me. PsychArticleSearch is mainly written in Javascript and I am curious if there are any problems when it is executed on other systems using different software and/or hardware. (Your browser has to be Javascript compatible of course.) Until now there is only little instruction available on how to use this search engine but I hope you will figure it out. Thanks! Armin *********************************************** Dr. Armin Guenther WiSo-Fakultaet Universitaet Augsburg D-86135 Augsburg Phone: (+49 821) 598-4089 Fax: (+49 821) 598-4221 Email: Armin.Guenther@WiSo.Uni-Augbsurg.DE *********************************************** __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Thu, 14 Aug 1997 07:55:08 -0700 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: "S.M. Ghazanfar" Subject: Re: PsychArticleSearch In-Reply-To: <199708141420.HAA05109@hawk.csrv.uidaho.edu> MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Would someone know the names, addresses, etc. of journals in the broad area of astronomy--especially with an evolutionary, historical focus? Shall appreciate the courtesy. Thanks. Dr S M Ghazanfar, Professor & Chair Department of Economics University of Idaho, Moscow ID 83844 Tel: (208) 885 7144 Fax: (208) 885 8939 ========================================================================= Date: Thu, 14 Aug 1997 10:26:08 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: New list for Philosophy of Chemistry Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" New discussion list for Philosophy of Chemistry in association with International Society for Philosophy of Chemistry (ISPC). This list is operated by Davis Baird at the University of South Carolina. To subscribe send message to listserv@vm.sc.edu Your first message should be just, subscribe philchem your name __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Fri, 15 Aug 1997 13:36:26 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: _Studies in History and Philosophy of Biological and Biomedical Sciences_ Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" _Studies in History and Philosophy of Biological and Biomedical Sciences_: CALL FOR PAPERS _Studies in History and Philosophy of Biological and Biomedical Sciences_ is a new journal whose first issue will be published at the beginning of 1998. The journal will be devoted to historical, sociological, philosophical and ethical aspects of the life and environmental sciences, of the sciences of mind and behaviour, and of the medical and biomedical sciences and technologies. The period covered will be from the middle of the nineteenth century (the time of the so-called "laboratory revolution" in medicine and the life sciences) to the present. The editorial policy will be in line with the policy of the parent journal, _Studies in History and Philosophy of Science_: contributions will be drawn from a wide range of countries and cultural traditions; we shall encourage both specialist articles, and articles combining historical, philosophical, and sociological approaches; and we shall favour works of interest to scientists and medics as well as to specialists in the history, philosophy and sociology of the sciences. The table of contents of _Studies in History and Philosophy of Science_ is available at the Elsevier Science Ltd website at the following address: . The editors are seeking original English language articles in the field of the new journal. For these the word limit is c. 10,000. They would also welcome proposals for 3-4000 word essay-reviews. Prospective authors should submit copies of papers in duplicate, typed and double-spaced (including quotations and footnotes) on quarto or A4 paper. They should retain a copy for the purpose of checking proofs. Illustrations are encouraged; authors should be prepared, if their paper is accepted, to supply good quality copies of any illustration and any necessary permissions for reproduction of copyright material. All articles and volunteered essay-reviews will be blind refereed. Contributions and proposals should be sent to Dr Marina Frasca-Spada, Associate Editor, _Studies in History and Philosophy of Biological and Biomedical Sciences_, Department of History and Philosophy of Science, University of Cambridge, Free School Lane, Cambridge CB2 3RH, U.K., email . __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Wed, 20 Aug 1997 20:15:47 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: New York Review of Books X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" New York Review of Books http://www.nybooks.com/nyrev/index.html The New York Review of Books is a partial electronic version of the print magazine/journal of the same title. It regularly publishes essay reviews on important philosophical, scientific and psychoanalytic issues. For exxmple, the Crews debate on psychoanalysis ('the Freud Wars') began there, and a critique of fundamentalist Darwinism by S. J. Gould appeared in the 12 June issue. Editorial Profile: With a national circulation of over 115,000, The New York Review of Books has established itself, in Esquire's words, as "the premier literary-intellectual magazine in the English language." The New York Review began during the New York publishing strike of 1963, when the present editors, Robert Silvers and Barbara Epstein, and their friends, decided to create a new kind of magazine -- one in which the most interesting and qualified minds of our time would discuss current books and issues in depth. The public responded by buying up practically all the copies printed and writing thousands of letters to demand that The New York Review continue publication. Within a short time, The New York Times was writing that The New York Review "has succeeded brilliantly," The New Statesman hailed its founding as "of more cultural import than the opening of Lincoln Center," and the great English art historian Kenneth Clark observed, "I have never known such a high standard of reviewing." The unprecedented and enthusiastic response was indicative of how badly America needed a literary and critical journal based on the assumption that the discussion of important books was itself an indispensable literary activity. Every two weeks, these and other writers publish essays and reviews of books and the arts, including music, theater, dance, and filmfrom Woody Allen's Manhattan to Kurosawa's version of King Lear. What has made The New York Review successful, according to The New York Times, is its "stubborn refusal to treat books, or the theatre and movies, for that matter, as categories of entertainment to be indulged in when the working day is done." Recent Contents: * Louis Menand: Inside the Billway * Timothy Garton Ash: The Curse and Blessing of South Africa * Theodore Draper: Is the CIA Necessary? * Jeff Madrick: In the Shadows of Prosperity * James Lardner: Can You Believe the New York Miracle? * Caroline Fraser: The Revenge of Everest Contact: Use the form at: http://www.nybooks.com/nyrev/mail.html __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Thu, 21 Aug 1997 00:42:50 -0400 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Greg Ransom Subject: Re: New York Review of Books It is worth pointing out that the New York Review of Books has serious holes in its editorial coverage -- i.e. it is not reliable as a survey of the intellectual world. E.g., try to find anything serious written on one of the scientists identified as perhaps the most influential intellectual of the last quarter of the 20th century, F. A. Hayek. You won't find it. For quotations identifying F. A. Hayek as perhaps the most influential thinker of the last quarter of the 20th century, go to: http://members.aol.com/gregransom/hayekquote.htm Greg Ransom Dept. of Philosophy MiraCosta College UC-Riverside gbransom@aol.com http://members.aol.com/gregransom/hayekpage.htn ========================================================================= Date: Wed, 27 Aug 1997 00:10:42 -0400 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jude Hollins Subject: hello? anybody know latour? In-Reply-To: <199708210504.BAA22435@mailbox.syr.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" is anybody out there? i just recently rejoined this listserv. i was on here when it first started, and had to sign off. i remember this being a heated and lving space to chat about interdisciplinary issues of all sorts. ANYWAY, i am wondering if folks out there are familiar with the work of bruno latour. i'd be interested in hearing people's views of his work, particularly _we have never been modern_ and his work on the 'politics of explanation'. i've found these to be very provocating and powerful texts (the first fundamentally changed my way of thinking, along with _science in action_ and has given me a new perspective on dialogs around post-structuralism, etc). any knowledge about how latour fits into the french academic scene would be great (how does latour fit into general post-structuralism camps over there?). also, i'd be interested in getting a sense of the pulse of new trends in philosophy of science that bear similar type of marks of exploration. anyway, my own interest is in education reform (go figure). hope this might stir up something on here. :) \jude ^^^ ^^^ ^^^ ^^^ ^^^ ^^^ Jude Hollins (jlhollin@mailbox.syr.edu) Doctoral Student, Cultural Foundations of Education, Syracuse University The Charter School Research web-site http://csr.syr.edu/ ===+===+===+===+===+=== "A phrase completely to the point: The eternal donkey hitching post." ========================================================================= Date: Wed, 27 Aug 1997 03:39:12 +0000 Reply-To: dbeatty@cc.memphis.edu Sender: Sci-Cult Science-as-Culture From: jm Subject: i'm also interested in EDUC R E F O R M . . . X-To: Jude Hollins The Public School Nightmare: Why fix a system designed to destroy individual thought? by John Taylor Gatto One of the principal reasons we got into the mess we're in is that we allowed schooling to become a very profitable monopoly, guaranteed its customers by the police power of the state. Systematic schooling attracts increased investment only when it does poorly, and since there are no penalties at all for such performance, the temptation not to do well is overwhelming. That's because school staffs, both line and management, are involved in a guild system; in that ancient form of association no single member is allowed to outperform any other member, is allowed to advertise or is allowed to introduce new technology or improvise without the advance consent of the guild. Violation of these precepts is severely sanctioned--as Marva Collins, Jaime Escalante and a large number of once-brilliant teachers found out. The guild reality cannot be broken without returning primary decision-making to parents, letting them buy what they want to buy in schooling, and encouraging the entrepreneurial reality that existed until 1852. That is why I urge any business to think twice before entering a cooperative relationship with the schools we currently have. Cooperating with these places will only make them worse. The structure of American schooling, 20th century style, began in 1806 when Napoleon's amateur soldiers beat the professional soldiers of Prussia at the battle of Jena. When your business is selling soldiers, losing a battle like that is serious. Almost immediately afterwards a German philosopher named Fichte delivered his famous "Address to the German Nation" which became one of the most influential documents in modern history. In effect he told the Prussian people that the party was over, that the nation would have to shape up through a new Utopian institution of forced schooling in which everyone would learn to take orders. So the world got compulsion schooling at the end of a state bayonet for the first time in human history; modern forced schooling started in Prussia in 1819 with a clear vision of what centralized schools could deliver: 1. Obedient soldiers to the army; 2. Obedient workers to the mines; 3. Well subordinated civil servants to government; 4. Well subordinated clerks to industry 5. Citizens who thought alike about major issues. Schools should create an artificial national consensus on matters that had been worked out in advance by leading German families and the head of institutions. Schools should create unity among all the German states, eventually unifying them into Greater Prussia. Prussian industry boomed from the beginning. She was successful in warfare and her reputation in international affairs was very high. Twenty-six years after this form of schooling began, the King of Prussia was invited to North America to determine the boundary between the United States and Canada. Thirty-three years after that fateful invention of the central school institution, as the behest of Horace Mann and many other leading citizens, we borrowed the style of Prussian schooling as our own. You need to know this because over the first 50 years of our school institution Prussian purpose--which was to create a form of state socialism--gradually forced out traditional American purpose, which in most minds was to prepare the individual to be self-reliant. In Prussia the purpose of the Volksshule, which educated 92 percent of the children, was not intellectual development at all, but socialization in obedience and subordination. Thinking was left to the Real Schulen, in which 8 percent of the kids participated. But for the great mass, intellectual development was regarded with managerial horror, as something that caused armies to lose battles. Prussia concocted a method based on complex fragmentations to ensure that its school products would fit the grand social design. Some of this method involved dividing whole ideas into school subjects, each further divisible, some of it involved short periods punctuated by a horn so that self-motivation in study would be muted by ceaseless interruptions. There were many more techniques of training, but all were built around the premise that isolation from first-hand information, and fragmentation of the abstract information presented by teachers, would result in obedient and subordinate graduates, properly respectful of arbitrary orders. "Lesser" men would be unable to interfere with policy makers because, while they could still complain, they could not manage sustained or comprehensive thought. Well-schooled children cannot think critically, cannot argue effectively. One of the most interesting by-products of Prussian schooling turned out to be the two most devastating wars of modern history. Erich Maria Ramarque, in his classic "All Quiet on the Wester Front" tells us that the First World War was caused by the tricks of schoolmasters, and the famous Protestant theologian Dietrich Bonhoeffer said that the Second World War was the inevitable product of good schooling. It's important to underline that Bonhoeffer meant that literally, not metaphorically--schooling after the Prussian fashion removes the ability of the mind to think for itself. It teaches people to wait for a teacher to tell them what to do and if what they have done is good or bad. Prussian teaching paralyses the moral will as well as the intellect. It's true that sometimes well-schooled students sound smart, because they memorize many opinions of great thinkers, but they actually are badly damaged because their own ability to think is left rudimentary and undeveloped. We got from the United States to Prussia and back because a small number of very passionate ideological leaders visited Prussia in the first half of the 19th century, and fell in love with the order, obedience and efficiency of its system and relentlessly proselytized for a translation of Prussian vision onto these shores. If Prussia's ultimate goal was the unification of Germany, our major goal, so these men thought, was the unification of hordes of immigrant Catholics into a national consensus based on a northern European cultural model. To do that children would have to be removed from their parents and from inappropriate cultural influence. In this fashion, compulsion schooling, a bad idea that had been around at least since Plato's "Republic", a bad idea that New England had tried to enforce in 1650 without any success, was finally rammed through the Massachusetts legislature in 1852. It was, of course, the famous "Know-Nothing" legislature that passed this law, a legislature that was the leading edge of a famous secret society which flourished at that time known as "The Order of the Star Spangled Banner," whose password was the simple sentence, "I know nothing"--hence the popular label attached to the secret society's political arm, "The American Party." Over the next 50 years state after state followed suit, ending schools of choice and ceding the field to a new government monopoly. There was one powerful exception to this--the children who could afford to be privately educated. It's important to note that the underlying premise of Prussian schooling is that the government is the true parent of children--the State is sovereign over the family. At the most extreme pole of this notion is the idea that biological parents are really the enemies of their own children, not to be trusted. How did a Prussian system of dumbing children down take hold in American schools? Thousands and thousands of young men from prominent American families journeyed to Prussia and other parts of Germany during the 19th century and brought home the Ph. D. degree to a nation in which such a credential was unknown. These men pre-empted the top positions in the academic world, in corporate research, and in government, to the point where opportunity was almost closed to those who had not studied in Germany, or who were not the direct disciples of a German PhD, as John Dewey was the disciple of G. Stanley Hall at Johns Hopkins. Virtually every single one of the founders of American schooling had made the pilgrimage to Germany, and many of these men wrote widely circulated reports praising the Teutonic methods. Horace Mann's famous "7th Report" of 1844, still available in large libraries, was perhaps the most important of these. By 1889, a little more than 100 years ago, the crop was ready for harvest. It that year the US Commissioner of Education, William Torrey Harris, assured a railroad magnate, Collis Huntington, that American schools were "scientifically designed" to prevent "over-education" from happening. The average American would be content with his humble role in life, said the commissioner, because he would not be tempted to think about any other role. My guess is that Harris meant he would not be able to think about any other role. In 1896 the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations--not by their own individual accomplishments. It such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don't know by themselves, without consulting experts. Dewey said the great mistake of traditional pedagogy was to make reading and writing constitute the bulk of early schoolwork. He advocated that the phonics method of teaching reading be abandoned and replaced by the whole word method, not because the latter was more efficient (he admitted that it was less efficient) but because independent thinkers were produced by hard books, thinkers who cannot be socialized very easily. By socialization Dewey meant a program of social objectives administered by the best social thinkers in government. This was a giant step on the road to state socialism, the form pioneered in Prussia, and it is a vision radically disconnected with the American past, its historic hopes and dreams. Dewey's former professor and close friend, G. Stanley Hall, said this at about the same time, "Reading should no longer be a fetish. Little attention should be paid to reading." Hall was one of the three men most responsible for building a gigantic administrative infrastructure over the classroom. How enormous that structure really became can only be understood by comparisons: New York State, for instance, employs more school administrators than all of the European Economic Community nations combined. Once you think that the control of conduct is what schools are about, the word "reform" takes on a very particular meaning. It means making adjustments to the machine so that young subjects will not twist and turn so, while their minds and bodies are being scientifically controlled. Helping kids to use their minds better is beside the point. Bertrand Russell once observed that American schooling was among the most radical experiments in human history, that America was deliberately denying its children the tools of critical thinking. When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That's if you want to teach them to think. There is no evidence that this has been a State purpose since the start of compulsion schooling. When Frederich Froebel, the inventor of kindergarten in 19th century Germany, fashioned his idea he did not have a "garden for children" in mind, but a metaphor of teachers as gardeners and children as the vegetables. Kindergarten was created to be a way to break the influence of mothers on their children. I note with interest the growth of daycare in the US and the repeated urgings to extend school downward to include 4-year-olds. The movement toward state socialism is not some historical curiosity but a powerful dynamic force in the world around us. It is fighting for its life against those forces which would, through vouchers or tax credits, deprive it of financial lifeblood, and it has countered this thrust with a demand for even more control over children's lives, and even more money to pay for the extended school day and year that this control requires. A movement as visibly destructive to individuality, family and community as government-system schooling has been might be expected to collapse in the face of its dismal record, coupled with an increasingly aggressive shake down of the taxpayer, but this has not happened. The explanation is largely found in the transformation of schooling from a simple service to families and towns to an enormous, centralized corporate enterprise. While this development has had a markedly adverse effect on people and on our democratic traditions, it has made schooling the single largest employer in the United States, and the largest grantor of contracts next to the Defence Department. Both of these low-visibility phenomena provide monopoly schooling with powerful political friends, publicists, advocates and other useful allies. This is a large part of the explanation why no amount of failure ever changes things in schools, or changes them for very long. School people are in a position to outlast any storm and to keep short-attention-span public scrutiny thoroughly confused. An overview of the short history of this institution reveals a pattern marked by intervals of public outrage, followed by enlargement of the monopoly in every case. After nearly 30 years spent inside a number of public schools, some considered good, some bad, I feel certain that management cannot clean its own house. It relentlessly marginalizes all significant change. There are no incentives for the "owners" of the structure to reform it, nor can there be without outside competition. What is needed for several decades is the kind of wildly-swinging free market we had at the beginning of our national history. It cannot be overemphasized that no body of theory exists to accurately define the way children learn, or which learning is of most worth. By pretending the existence of such we have cut ourselves off from the information and innovation that only a real market can provide. Fortunately our national situation has been so favourable, so dominant through most of our history, that the margin of error afforded has been vast. But the future is not so clear. Violence, narcotic addictions, divorce, alcoholism, loneliness...all these are but tangible measures of a poverty in education. Surely schools, as the institutions monopolizing the daytimes of childhood, can be called to account for this. In a democracy the final judges cannot be experts, but only the people. Trust the people, give them choices, and the school nightmare will vanish in a generation. ========================================================================= Date: Wed, 27 Aug 1997 11:22:09 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: send faxes by email X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" SEND A FAX BY E-MAIL Free faxing by e-mail? You bet. Get a copy of this helpful document which shows how to send free faxes all over the world using e-mail. For details, send e-mail as follows: TO: mail-server@rtfm.mit.edu SUBJECT: BODY: send usenet/news.answers/internet-services/fax-faq __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Wed, 27 Aug 1997 12:47:55 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: Reach the www even if you have email only X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" If you don't have direct access to the Net, you can still explore the wonders of the Web. Get the free guide "Accessing The Internet By E-Mail" and learn how to access almost anything on the Net even if you have only e-mail at your disposal. The "Accessing" guide is available in over 30 languages. To get the latest edition (and a list of translations) send e-mail like this: TO: mail-server@rtfm.mit.edu BODY: send usenet/news.answers/internet-services/access-via-email __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Wed, 27 Aug 1997 09:48:01 -0600 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Matthew Weinstein Subject: Re: i'm also interested in EDUC R E F O R M . . . X-cc: dbeatty@cc.memphis.edu MIME-version: 1.0 Content-type: text/plain; charset="us-ascii" Interesting piece, though a little too pessimistic for my taste. Gatto has been for quite a while a deschooling fan. I have my undergraduate education students read other pieces by him, and even they see him ignoring the ways that schools are struggled over institutions rather ones whose cultures are unilaterally determined by the state. ========================================================================= Date: Wed, 27 Aug 1997 11:43:56 -0400 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jude Hollins Subject: Re: education "reform" In-Reply-To: <199708270849.EAA15496@mailbox.syr.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Gatto writes, "The structure of American schooling, 20th century style, began in 1806 when Napoleon's amateur soldiers beat the professional soldiers of Prussia at the battle of Jena." My goodness this is a crock of revisionist history! The roots of the "american school", 20th century style, are integrated with SOME developments in Prussia, but, are actually very particular to the US, and go back to things going on in Mass in the 17th century! For heavens' sake, even George Washington had thoughts on the way education should be (signifying a public dialog) in his inaugural address (that's a little before 1806, for those who only focus on German history). The roots of the american educational system are complex, and certainly have a LOT to do with what happened in New England in the late 18th and early 19th century. England (note Lancaster) had an important influence, as well. We can highlight international dialogs around Progress through institutionalization ( and i don't think a narrow map of causal, intellectual history tells the whole story, either). There were general "modern" developments around what Reform meant, but, the history of the US "common school" movement is not a simple outgrowth of Prussian or Engligh or French happenings... Now, i do think the business about Guild institutional inertia has _some_ truth. I also think the whole outline of german developments around social control are relevent (to get a good grasp on the role of german thought on the early 20th century progressives in education, see Hans Joas' _Pragmatism and Social Theory_). However, the focus on prussian governance in the 19th century as a direct causal factor on american educational "system" (um, it has NEVER been a National system by Prussian standards, for example!) is a real misunderstanding. The Dewey stuff in there is so silly it doesn't deserve much response (pick up a book by Dewey and read it before concluding he was anti-democracy or anti-The People! My goodness, the guy was a flaming socialist, in many ways, and hs some of the most critical things to say regarding the power of people in self-governing regarding "education"). ANYWAY, sure, the progressie era in US history and educational developments _share_ something important with general trends of Modernity. I'd suggest reading Tyack's work on US educational history (_Managers of Virtue_ comes to mind). There are numerous other excellent works that each outline dimensions of the complexity of this history. now, the first paragraph of the diatribe deserves attention, becuase there are important issues identified. >One of the principal reasons we got into the mess we're in is that we >allowed schooling to become a very profitable monopoly, guaranteed its >customers by the police power of the state. Systematic schooling attracts >increased investment only when it does poorly, and since there are no >penalties at all for such performance, the temptation not to do well is >overwhelming. That's because school staffs, both line and management, are >involved in a guild system; in that ancient form of association no single >member is allowed to outperform any other member, is allowed to advertise >or is allowed to introduce new technology or improvise without the advance >consent of the guild. I'd suggest Tom Green's _Predicting the Behavior of the Educational System_ if one is really into the internal systemic dynamics and really into seeing things in structural terms. OK, let me preface the rest of this with "i am doing my doctorate in education sociology and philosophy, and am focusing on school choice debates, particularly charter schools." In other words, i'd be more than willing to get into discussion of ways of doing governance. I am not intererested in geting caught up in fasionable talk about markets and state "monopolies". I think such talk vastly simplifies what has happened in the US over the past 3 centuries (regarding public education) and misses critical current developments. I do, however, think we can talk generally about Professions (specifically, the teaching profession in this case) that are intertwined with state institutions an dtheir designated public purposes (implicit social contracts et al). Guilds serve purposes (Weber had some important points to make about beauracracy...). We can "trump" the ways such professions do their jobs by calling them on the social contract that is implicit. Such "trumping" isn't as simple as writting letters and protesting, obviously, but, built into the US system are mechanisms for reconstruction about purposes. This involves politics around soveriegnty, public speech, expertise and knowledge control, and general legitimacy. "Guilds" are only on dimension of this all. Specifically, teachers has multiple roles and vague responsibilities. Schools sometimes are _just_ to pass knowledge, while at other times given the task of creating the Great Society. Looking at this "guild", historically with that in mind (not to mention that it is all very gendered) is critical. Anyway, i'd be interested in starting on that note, because i think it relates generally to the purpose of this listserv. Education "reform" has historically been about a lot more than state authority and issues of state legitimacy. If i have to hack out stuff about this diatribe on Public Schools (that sounds to me to have been written by somebody who primarily knows german history and sociology and did a very sloppy translation of such knowledge into American history), i most certainly will. I am no "establishment" apologist, and think more careful attention by sincere skeptics of public schooling should examine current reforms such as charter schools and other decentralization movements that have unfolded over the past 30 years (at least in the US. there are other relevent movements in other nations), including free schools, community control movements, open-access alternatives, etc, etc, etc. For now, let me summarize: that piece by Gatto has some truth, but, is mostly absurd revisionist history (imho, of course). \jude ^^^ ^^^ ^^^ ^^^ ^^^ ^^^ Jude Lynell Hollins Doctoral Student, Cultural Foundations of Education, Syracuse University Some links: The Charter School Research web-site http://csr.syr.edu/ American Educational Studies Association http://askeric.org/AESA/ AskERIC http://askeric.org/ *** *** *** "Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication." John Dewey. _Democracy and Education_ ========================================================================= Date: Wed, 27 Aug 1997 11:30:40 +0000 Reply-To: dbeatty@cc.memphis.edu Sender: Sci-Cult Science-as-Culture From: jm Subject: Re: education "reform" X-To: Jude Hollins i didnt hear any mention of 'home' schooling , why is that ? also, the definition of governace is 'control', yes ? jeff ========================================================================= Date: Wed, 27 Aug 1997 11:33:13 +0000 Reply-To: dbeatty@cc.memphis.edu Sender: Sci-Cult Science-as-Culture From: jm Subject: EARLY 70'S US EDUCATIONAL POLICY CHANGES ? ? X-To: Jude Hollins , Jude Hollins , weinstein@mac.memphis.edu anyone have any info on EARLY 70'S US EDUCATIONAL POLICY CHANGES ? ? changes in teaching emphasis, money expenditures, etc. there is not much written about this topic, but i am aware that there was a MAJOR SHIFT in US education. i am pretty desperate to find this info, any help very much appreciated. thx jeff ========================================================================= Date: Wed, 27 Aug 1997 19:11:53 +0100 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Robert Maxwell Young Subject: World wide address & email address finders X-To: psa-public-sphere@sheffield.ac.uk Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" FINDING E-MAIL ADDRESSES For a guide to finding someone's e-mail addresses, send the line below to mail-server@rtfm.mit.edu (in the BODY of the note) send usenet/news.answers/finding-addresses. There are also worldwide address finders and US & Canada listings for all addresses and telephone numbers, as well as a world-wide email address finder at http://www.stpt.com/features/people/people.html __________________________________________ In making a personal reply, please put in Subject line: Message for Bob Young Robert Maxwell Young: robert@rmy1.demon.co.uk or r.m.young@sheffield.ac.uk, 26 Freegrove Rd., London N7 9RQ, Eng. tel.+44 171 607 8306 fax.+44 171 609 4837 Professor of Psychotherapy and Psychoanalytic Studies, Centre for Psychotherapeutic Studies, University of Sheffield. Home page and writings: http://www.shef.ac.uk/~psysc/ Process Press publications: http://www.shef.ac.uk/~psysc/process_press/index.html 'One must imagine Sisyphus happy.' - Camus ========================================================================= Date: Wed, 27 Aug 1997 23:36:18 +0200 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jean-Luc Gautero Subject: Re: hello? anybody know latour? In-Reply-To: <199708270504.HAA29522@naxos.unice.fr> Mime-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Jude Hollins asked: >ANYWAY, i am wondering if folks out there are familiar with the work of >bruno latour. i'd be interested in hearing people's views of his work, >particularly _we have never been modern_ and his work on the 'politics of >explanation'. I have read a lot of books of Bruno Latour, but I don't know his work on the 'politics of explanation'. Is it in a book? Which? >i've found these to be very provocating and powerful texts I agree. >any knowledge about how latour fits into the french academic scene would be >great Most philosophers think he is not a philosopher, historians of science think he is not an historian of science. The field of science studies is not developped in france, he tries to do this. >(how does latour fit into general post-structuralism camps over there?). I never heard the words "post-structuralism camps" on the french academic scene. The academic conflicts here seem to be others that in the USA. ------------------------------------------------------------ Jean-Luc Gautero - Centre de Recherches d'Histoire des Id=E9es =46acult=E9 des Lettres - Universit=E9 de Nice-Sophia Antipolis 98 Boulevard Edouard Herriot - BP 209 - 06204 Nice Cedex 3 Email: jgautero@hermes.unice.fr ------------------------------------------------------------ ++++ stop the execution of Mumia Abu-Jamal ++++ ++++ if you agree copy these 3 sentences in your own sig ++++ ++++ see: http://www.xs4all.nl/~tank/spg-l/sigaction.htm ++++ ========================================================================= Date: Thu, 28 Aug 1997 00:36:38 +0000 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Colin SCHMIDT Subject: Re: hello? anybody know latour? Mime-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Jude, looks like you could probably teach us all a bit about B. Latour.=20 What is this 'politics of explanation' text all about, never seen it.=20 His work fundamentally changed your thinking? what exactly was=20 your backgroud?=20 Colin >is anybody out there? > >i just recently rejoined this listserv. i was on here when it first >started, and had to sign off. i remember this being a heated and lving >space to chat about interdisciplinary issues of all sorts. > >ANYWAY, i am wondering if folks out there are familiar with the work of >bruno latour. i'd be interested in hearing people's views of his work, >particularly _we have never been modern_ and his work on the 'politics of >explanation'. > >i've found these to be very provocating and powerful texts (the first >fundamentally changed my way of thinking, along with _science in action_ >and has given me a new perspective on dialogs around post-structuralism, >etc). > >any knowledge about how latour fits into the french academic scene would be >great (how does latour fit into general post-structuralism camps over >there?). also, i'd be interested in getting a sense of the pulse of new >trends in philosophy of science that bear similar type of marks of >exploration. >anyway, my own interest is in education reform (go figure). > >hope this might stir up something on here. :) > >\jude > >^^^ ^^^ ^^^ ^^^ ^^^ ^^^ >Jude Hollins (jlhollin@mailbox.syr.edu) >Doctoral Student, Cultural Foundations of Education, Syracuse University > >The Charter School Research web-site http://csr.syr.edu/ > >=3D=3D=3D+=3D=3D=3D+=3D=3D=3D+=3D=3D=3D+=3D=3D=3D+=3D=3D=3D > >"A phrase > completely to the point: >The eternal > donkey hitching post." ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ =A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8= =A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8 Colin T. SCHMIDT ''''''''''''''''''''''''''''''''' =20 mail to: =20 `````````````````````` =20 20, Place des Geants, coschmi@idf.ext.jussieu.fr 38100 Grenoble, =20 France Tel. (+33) - 4 76 22 28= 42 =20 `````````````````````` SpeechMachines PLC, Oxford Science Park, UK & SORBONNE UNIVERSITY, Paris =A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8= =A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8=A8 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ========================================================================= Date: Wed, 27 Aug 1997 18:39:16 -0400 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jude Hollins Subject: Re: education "reform" Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" >i didnt hear any mention of 'home' schooling , why is that ? also, >the definition of governace is 'control', yes ? > jeff Yes, i personally didn't bring up HomeSchooling, because i thought the topic was Public Education (in a systemic sense). The irony is that many anti-establishment and deschooling rhetoric and concern misses recent developments like multiple charter public schools being coalitions of homeschoolers (remote learning, alternative programs combining mixing times and central locations, etc). Of course, those happenings involve secular programs, and new forms of public oversight (alternately under districts, universities, or state governing agencies. That depends on state by state dynamics and laws). Some very interesting and often overlooked developments have emerged around the nation under public school choice movements. And, i am NOT referring primarily to the massive #'s of magnets with admission requirements. I am thinking of things like what's been happening in NYC, back woods of various states, community control anomalies, proto-charters, and the numerous querky/anolomous alternative public schools around the nation. However, i'd grant a retortion regarding what the majority of the remaining system has reproduced. The reason i am most fascinated with charters is that these independent public schools often run as parallel public school systems (many of them are so autonomous that they have legal status as a LEA, aka School District). In other words, within the public _system_, traditional district configurations are now competing with other public schools for students, and therefore per pupil expenditure. See my web site within my 'signature' for further info. Unfortunately, i don't think "choice" guarantees educational value all by itself... As for "governance" implying control. I pose no argument against that, but would point out "governance" can refer to a wide range of things from direct coercion to subtle forms of self-regulation... (it isn't black or white, liberty or slavery, nor _necessarily_ about state sovereighty as a form of colonialism (for example)). Along those lines, i see somebody like dewey as being of the critical humanist thread like Rousseau, Jefferson, Freire, etc.... (if in dewey's 94 years of life he had pushed an image of specific roles for intellectuals, it was to facilitate public communication, not act as Platonic Philosopher Kings). Freedom "from" (ex: "regulation" or state oversight) implies freedom "to" and THAT liberty also implies governance (at least in the sense of self-regulation)... but, that's a whole different issue... >anyone have any info on EARLY 70'S US EDUCATIONAL >POLICY CHANGES ? ? changes in teaching emphasis, money >expenditures, etc. there is not much written about this topic, but i >am aware that there was a MAJOR SHIFT in US education. >i am pretty desperate to find this info, any help very much >appreciated. thx As for 70's educational history in america, i don't know where to start in terms of recommended readings. There are COUNTLESS (though some of the free and community school stuff is hard to track down). Maybe start with the ERIC database. See http://askeric.org/plweb-cgi/fastweb?searchform+ericdb ok, a VERY quick/rough list: George Dennison. _The Lives of Children_. Addison Wesley Jonathan Kozol. _Free Schools_. Houghton. historical stuff in ROnald and Beatrice Gross. _Radical School Reform_ Simon&S Gerald Grant. _THe World We Created at Hamilton High_. Harvard? William FIrestone. _Great Expectations for Small Schools_ Praeger Barry Gold and Matt Miles _Whose School is it, Anyway?_ stuff about public choice: Joe Nathan. _Public Schools By Choice_ ILT, MN Art Powell, Farrar and COhen _The SHopping Mall High School_ Some starting points. THey in no way reflect the range of stuff out there. SOme of those really focus on 70's developments. THere is also "The Carrot or the Stick" and a book by Ed Wood called "Remedial Law" that might be useful (they both deal with policy shifts and consequences of deseg). Also, check out all the flurry of stuff and developments around the Coleman Reports. Curriculum developments were as diverse as ever in this nation. I'd really suggest Grant's book to sense history of shifts within existing public schools. The 70's was a rather important time. Check the ed research journals... there are numerous ones, covering the whole range of disciplines from ed admin, finance, administation, curriculum, history, policy, cultural studies, sociology, etc... and, those are just on the american scene. There are many comparative, anthropology based, and "other" nation focused resources out there. I believe many of them were around in the 70's and haven't particularly ignored that critical decade. For a 'quick fix', check out the american educational research association's listservs and archives. You could subscribe to the "History and Historiography Forum", "Social Context of Education Forum", or the "Politics and Policy in Education Forum" and get tips, perspectives and information rather quickly. Likely, getting different takes seems to be rather critical regarding educational history. Everybody has a stake in hearing only what they want to hear about education history... Those lists have some very knowledgeable and experienced folk. http://aera.net/divisions/listserv.html (general info) http://www.ed.asu.edu/aera/aera-lists/index.html (archives) ciao, \jude ^^^ ^^^ ^^^ ^^^ ^^^ ^^^ Jude Lynell Hollins Doctoral Student, Cultural Foundations of Education, Syracuse University Some links: The Charter School Research web-site http://csr.syr.edu/ American Educational Studies Association http://askeric.org/AESA/ AskERIC http://askeric.org/ *** *** *** "Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication." John Dewey. _Democracy and Education_ ========================================================================= Date: Wed, 27 Aug 1997 19:18:09 -0400 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jude Hollins Subject: Re: hello? anybody know latour? In-Reply-To: <199708272158.RAA23117@mailbox.syr.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Jean-Luc writes, >I have read a lot of books of Bruno Latour, but I don't know his work on >the 'politics of explanation'. Is it in a book? Which? That is a chapter/journal, but, i don't have the full citation. :\ i sure need it, too! I think i saw it reprinted in some new US anthology around cultural studies, post-analytic philosophy, or something like this. btw, i just saw a new english tanslation on some book about a metro? Anybody familiar with this? i doubt i'll have the time to read it anytime soon, and would love to hear about it... Jean-Luc writes, >Most philosophers think he is not a philosopher, historians of science >think he is not an historian of science. The field of science studies is >not developped in france, he tries to do this. THis doesn't surprise me at all! My impression is that his work fits well as an extension of Kuhnian philosophy/sociology of science that doesn't get hung up in realism versus anti-realism debates. Colin writes, >What is this 'politics of explanation' text all about, never seen it.=20 >His work fundamentally changed your thinking? what exactly was=20 >your backgroud?=20 I wouldn't dare try to fully represent that text, but, he seems to be examining _how_ "explanation" works and how it is analogous to empire building or colonialism. I think the following might capture part of the spirit: "Why should we want to explain anything? In what sort of peculiar situations is an explanation necessary and when is a powerful explanation seen as inherently better than a weak one? ... A strong explanation becomes necessary when someone wishes to _act at a distance_." FOr those familiar with his work, it relates to Science in Action quite directly. He simply focuses on the topic of explanation. He talks about forms of reflexivity, the "scale of powerful explanations," and the role of explanation in network building. He also touches on the whole hybridization issue regarding "disciplines." Anyway, it ha always touched me as classic "latour", ending with a Disclaimer: "This is not a self-exemplying text." I am no Latour expert by any means. I was a cultural anthropology student as an undergrad who became fundamentally interested in education, broadly. I _tried_ to relate latour to education, in an anthropological sense, in my "senior thesis". I failed miserably! The issues he taps into remain on my mind in my present studies. Philosophy of science stuff has always been fascinating. Latour may have helped me, along with kuhn and others, to find more sensible (for me, it seemed intuitive) ways of thinking about science in action. Other folks in science studies that i remember loving were ian hacking, sandra harding, arthur fine, and joe rouse... but, enough about me! I'd like to hear any reasons for questioning Latour's pretty theories (they are _awfully_ pretty, and clearly articulated in numerous ways). One basic issue is that Latour challenges the notion that science and society are distinct categories. He moves to show how these two categories are historically inter-related, and accordingly, how the false distinction itself has been instrumental in humanity being able to do some of the things it has... \jude *** *** *** jude info blahblahblahblahblah *** *** *** "Unless local communal life can be restored, the public cannot adaquately resolve its most urgent problem: to find and identify itself" John Dewey. _The Public and Its Problems_. p216 ========================================================================= Date: Thu, 28 Aug 1997 01:22:04 GMT Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Giuseppe Vergani Subject: reading research Anybody know anything about quantitative reading evaluation? I need something like a questionnaire to measure the rating of a text, or a set of questions to evaluate a text liking. Questions mustn't be for children. Thank you Giuseppe Vergani ========================================================================= Date: Wed, 27 Aug 1997 22:07:01 +0000 Reply-To: dbeatty@cc.memphis.edu Sender: Sci-Cult Science-as-Culture From: jm Subject: Re: education "reform" X-To: Jude Hollins WHAT DO THINK about the book SCHOOLED TO ORDER by david NASAW ?? jeff ========================================================================= Date: Thu, 28 Aug 1997 08:51:00 -0500 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Marvin Bolt Subject: Re: reading research Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" There are numerous diagnostic tools that measure the reading level required to read a text. Because educators use them also to test the reading ability of students, I would suggest contacting an education professor. I recall the names (or at least the phonetics) of two such tests, the FRY (FRYE?) and SMOG tests. Best wishes in your search. Marv >Anybody know anything about quantitative reading evaluation? >I need something like a questionnaire to measure >the rating of a text, or a set of questions to evaluate a text liking. >Questions mustn't be for children. >Thank you >Giuseppe Vergani ----------- Marvin Bolt --------------------------------------------------------------------- History and Philosophy of Science Bolt.1@nd.edu 346 O'Shaughnessy University of Notre Dame Dept: (219) 631-5015 Notre Dame, IN 46556 Fax: (219) 631-4268 http://www.nd.edu --------------------------------------------------------------------- Assistant Curator Marv_Bolt@orbit.adler.uchicago.edu History of Astronomy Department Adler Planetarium and Astronomy Museum 1300 South Lake Shore Drive Direct:(312) 322-0540 Chicago, IL 60605 Fax: (312) 341-9935 http://astro.uchicago.edu/adler --------------------------------------------------------------------- All opinions expressed are (probably) the author's. They do not necessarily reflect those held by anyone else at the Adler Planetarium, at the University of Notre Dame, or their official policies. ========================================================================= Date: Thu, 28 Aug 1997 08:56:41 PST Reply-To: flowerm@pdx.edu Sender: Sci-Cult Science-as-Culture From: Michael Flower Subject: Latour's politics of explanation Latour's article "The politics of explanation: an alternative" appeared in Steve Woolgar (ed.), Knowledge and Reflexivity: New Frontiers in the Sociology of Knowledge (Sage Publications, 1988), p. 155-176. +++++++++++++++++++++++++ Michael Flower University Honors Program (HON) Portland State University P.O. Box 751 Portland, OR 97207-0751 E-mail: flowerm@pdx.edu Voice: (503)725-5362 Fax: (503)725-5363 ========================================================================= Date: Fri, 29 Aug 1997 15:48:04 +0200 Reply-To: Sci-Cult Science-as-Culture Sender: Sci-Cult Science-as-Culture From: Jean-Luc Gautero Subject: Re: hello? anybody know latour? In-Reply-To: <199708272322.BAA10862@naxos.unice.fr> Mime-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Jude Hollins wrote: >btw, i just saw a new english translation on some book about a metro? >Anybody familiar with this? i doubt i'll have the time to read it anytime >soon, and would love to hear about it... It is probably the translation of "Aramis ou l'amour des techniques" (which would give, in English, something like "Aramis or love of technics"), a case study about the failure of a project of a revolutionary public transport, project which has costed a lot of time and money. Latour studied this failure for a french public organism, and the book is a novelization of his account, written like a detective story: who killed Aramis? It is a good exemplification of this fact that political choices are technological, and technological choices are political, that the being of Aramis (or rather its unbeing) (like all other technology) is its becoming. (Sorry, I can't remember where I have put the book, thus I can't be more precise). ------------------------------------------------------------ Jean-Luc Gautero - Centre de Recherches d'Histoire des Id=E9es =46acult=E9 des Lettres - Universit=E9 de Nice-Sophia Antipolis 98 Boulevard Edouard Herriot - BP 209 - 06204 Nice Cedex 3 Email: jgautero@hermes.unice.fr ------------------------------------------------------------ ++++ stop the execution of Mumia Abu-Jamal ++++ ++++ if you agree copy these 3 sentences in your own sig ++++ ++++ see: http://www.xs4all.nl/~tank/spg-l/sigaction.htm ++++