This is the second installment of Hal Draper’s incomparable treatment of Marx’s political theory, policy, and practice. In forceful and readable language, Draper ranges through the development of the thought of Marx and Engels on the role of classes in society. This series, Karl Marx’s Theory of Revolution, represents an exhaustive and definitive treatment of Marx’s political theory, policy, and practice. Marx and Engels paid continuing attention to a host of problems of revolution, in addition to constructing their “grand theory.” All these political and social analyses are brought together in these volumes, as the author draws not only on the original writings of Marx and Engels but also on the sources that they used in formulating their ideas and the many commentaries on their published work. Draper’s series is a massive and immensely valuable scholarly undertaking. The bibliography alone will stand as a rich resource for years to come. Yet despite the scholarly treatment, the writing is direct, forceful, and unpedantic throughout, and will appeal to the beginning student as much as the advanced reader.

. . . Mr. Itzkoff places most of the blame for America's alleged intellectual decline on what he sees as an economically and intellectually elite cast of misguided liberals. They have isolated themselves from American society, he says, by their paternalistic treatment of the underclass, by discounting the importance of traditional family values and by failing to raise enough bright children to sustain national competence. The New York Times Book Review Few doubt that the United States has slipped from its longstanding eminence as the world's wealthiest and most productive nation. The problem for the past 30 years has been the diagnosis of both the decline and then the cure. Literally trillions of dollars have been expended in futile programs to stanch the hemorrhaging of our economic wealth, jobs, educational achievement, and cultural elan. Itzkoff argues that we will never stop the fall until we understand our real national dilemma. This is the decline in our national intelligence profile: fewer citizens of high intelligence, educational potential, and economic productivity. These ideas are taboo. Itzkoff, however, insists that these are the facts, and they must be examined. In this book, he lays out the available evidence for our social disintegration and suggests a rational program of policy initiatives that would begin to restore us to what we were as recently as 1955--the great hope of the world.

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Menasseh ben Israel's Mission to Oliver Cromwell, has been considered important throughout human history. In an effort to ensure that this work is never lost, we have taken steps to secure its preservation by republishing this book in a modern format for both current and future generations. This complete book has been retyped, redesigned, and reformatted. Since these books are not scans of the authors' original publications, the text is readable and clear.

A selection of Martin Jay's recent writings on contemporary thought and culture, this is a book about ideas that matter - and about why ideas matter. Borrowing from Flaubert's notion of a dictionary of "received ideas" and Raymond Williams's explorations of the "keywords" of the modern age, Jay investigates some of the central concepts by which we currently organize our thoughts and lives. His topics range from "theory" and "experience" to the meaning of "multiculturalism" and the dynamics of cultural "subversion." Among the thinkers he engages are Bataille and Foucault, Adorno and Lacoue-Labarthe, Benjamin, Lyotard, and Christa Wolf. By looking closely at what "words do and perform," Jay makes us aware of the extent to which the language we use mediates and shapes our experience. By helping to distance us from much that we now take for granted, he makes it difficult for us to remain comfortably certain about what we think we know

University Pub 2020-10-01 345 Peking University Press This book contains 13 articles from the classic historian Momilianos Essays on the History of Classical Studies. He made unique observations on the history of the Romans t...

incl. illust. - Eginhard of Franconia ibn Khordadhbeh Judah Haleli Rabbi Petachia Rabbi Jacob Ven Rabbi R.N. Ha Cohen David Azulai and other travellers

The foundation for this work is Koheleth America (KA), the standard bibliography of pre-1927 American Hebrew imprints and have thus included almost all the items it lists. Having decided to inspect all the books catalogued rather than rely on previous bibliographic works, works in KA that could not be located have been omitted. Books that were difficult to access were included only if a photocopy could be obtained. A few volumes that are no longer extant were catalogued from microfilms. The initial decision to follow KA accounts for the inclusion of a few works with little or no Hebrew text, as well as a few printed in Europe or the Land of Israel. Also later editions were catalogued only if they appear in KA. A special effort was also made to catalogue additional Hebrew books printed in North America prior to 1927 that do not appear in KA, partcularly volumes of rabbinics, derash and Americana. The following items were generally excluded from this expanded search: Haggadot, prayer books, educational works, and book catalogues; such items are included only if they appear in KA. The first calendar, periodical and derash are included even though these volumes contain little Hebrew text because they are the first publications of their genres. The first Hebrew calendar is catalogued, but later ones are omitted, as are all unfolded broadsides - p. xix.

For centuries, knowledge has been thought to be the key to human progress of all kinds and has dominated Western culture. But what if knowing has now become an impediment to further human development? The End of Knowing is concerned with the practical consideration of how to reconstruct our world when modernist ideas have been refuted and many social problems appear insoluble. Newman and Holzman suggest provocatively that we should give up knowing in favour of "performed activity." They show how to reject the knowing paradigm in practice and present the many positive implications this has for social and educational policy.

"The Renaissance of Girls' Education in England: A Record of Fifty Years' Progress" by Alice Zimmern offers a vital historical account of the burgeoning opportunities afforded to women in England between the 19th and 20th centuries. This meticulously prepared print edition chronicles the significant progress made in women's education during a pivotal era of social change. Zimmern's work explores the evolving landscape of educational institutions and curricula, highlighting the challenges faced and the triumphs achieved in the fight for gender equality in academia. A key text for understanding the early feminist movement, this book examines the historical context of women's education and its impact on British society. This edition provides valuable insights for anyone interested in the history of education, women's studies, and the social sciences, particularly concerning the ongoing quest for equal opportunity. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. So that the book is never forgotten we have represented this book in a print format as the same form as it was originally first published. Hence any marks or annotations seen are left intentionally to preserve its true nature.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

"In 1909 Francisco Ferrer founded La Escuela Moderna with a curriculum based on the natural sciences and moral rationalism, freed of all religious dogma and political bias. Although students received systematic instruction, there were no prizes for scholarship, no marks or examinations, indeed no atmosphere of competition, coercion, or humiliation. The classes, in Ferrer's words, were guided by the "principle of solidarity and equality." For this he was murdered in 1909 by the combined forces of Spain's ruling Church and State." "Outraged by Ferrer's execution and influenced by his teaching methods, anarchists, artists, and educators joined forces to carry on his work. Between 1910 and 1960 anarchists across the United States established more than twenty schools where children might study in an atmosphere of freedom and self-reliance in contrast to the formality and discipline of the traditional classroom. These "Modern Schools" sought to abolish all forms of authority, political and economic as well as educational, and to usher in a new society based on the voluntary cooperation of free individuals. Their object, during an era of war, social ferment, and government repression, was to create not only a new type of school, but also a new culture, a new life, a new world." "Among the participants in the Modern School Movement were anarchists Emma Goldman and Alexander Berkman, feminist Margaret Sanger, authors Will and Ariel Durant, and groundbreaking artists Robert Henri, George Bellows, and Man Ray. Based on extensive interviews with former pupils and teachers, this work is an investigation into the potential of educational alternatives."--BOOK JACKET.