First published in 1987, Althusser, The Detour of Theory was widely received as the fullest account of its subject to date. Drawing on a wide range of hitherto untranslated material, it examined the political and intellectual contexts of Althusser's `return to Marx' in the mid-1960s and proclamaed of a `crisis of Marxism'. It concluded with a balance-sheet of Althusser's contribution to historical materialism. In this second edition, Gregory Elliott has added a substantial postscript in which he surveys the posthumous edition (...) of the French philosopher's work. (shrink)

This book situates Althusser and his texts within the wider histories and cultures to which they belong, drawing in contributors from a wide range of cultures and countries.

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (...) (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data. (shrink)

This essay is not about contemporary French philosophy, strictly speaking, but something which concerns it—an important episode in its modern history. Its intention is to deal, in very schematic terms, with the nature and evolution of French Marxism from the mid-1950s to the end of the 70s, focusing on two of its best-known and most influential representatives, Jean-Paul Sartre and Louis Althusser, and relating the internal history of their ambitious reconstructions of Marxism to the wider, non-theoretical history of which they (...) were a part— and for whose comprehension they sought to supply the conceptual instruments. Maurice Merleau-Ponty's balance-sheet of a century of Marxism, Adventures of the Dialectic, published in 1955, provides my starting point and explains my title. (shrink)

This book embraces two centuries of the history of non-violence, reconstructing the great historical crises that this movement has faced. In this book the historical reconstruction is intertwined with the philosophical and psychological analysis of the moral dilemmas that great historical crises inevitably imply.

"This first full reconstruction of Perry Anderson's distinguished career provides an overview of the evolution of the British New Left since 1956 and reveals a great deal about the vicissitudes of Marxist theory and political practice in ...

The palaeontological activities of British oil interests in the Middle East from about 1920 to 1970 are described briefly, with emphasis on the nature of the published results. The predominance throughout of micro-palaeontology, due to its utility, is demonstrated. It is shown that, beginning with primary descriptive work on Middle East fossil records, emphasis shifted first to studies of distinctively Middle East palaeontology, and then to results of general application world-wide. It is concluded that the palaeontology of the Middle East (...) is better known today than it would have been without this earlier work, that there has been a feed-back effect on the knowledge of the remainder of the Tethyan area in which the Middle East lies, and that this in turn has stimulated other extra-Tethyan studies as well as contributing to the mainstream of current earth-science research. (shrink)

In Considerations on Western Marxism, released in 1976, Perry Anderson stated and vindicated an affiliation to the Trotskyist tradition long apparent from the pages of New Left Review under his editorship. Central to this tradition, in its orthodox forms, was a historico-political perspective which regarded the Soviet Union as ‘degenerate’ or ‘deformed’ ‘workers’ states’ – post-capitalist social formations whose complex character dictated rejection of Stalinism and anti-Sovietism alike. In Anderson's case, this orientation received a Deutscherite inflection: abroad, no less than (...) at home, Soviet power was a contradictory phenomenon, by turns reactionary and progressive. The potential regeneration of the Russian Revolution and its sequels, whether via ‘proletarian revolution’ from below, or bureaucratic reformation from above, remained an article of faith among Marxists of this observance to the end. Accordingly, the debacle of Gorbachevite perestroika proved a profoundly disorientating experience for many who lent little or no credence to the mendacious claims of ‘actually existing socialism'. Amid capitalist euphoria at Communist collapse, what was to be said – and done? Anderson's displaced answer was forthcoming in 1992 in ‘The Ends of History’. (shrink)

Analogical reasoning relies on subprocesses of long-term memory and problem-solving. Stress, with its accompanying hormones dehydroepiandrosterone and cortisol, has been shown to impair memo...

It is critically important for emerging professionals in education to be sensitised to the ethical and moral responsibilities of their practice throughout their training and beyond. There is a wide disparity in contemporary practice in this regard, which points to a need for greater clarity and consistency in our thinking about ethics within education. Ethics in Education attempts to meet this need, and will be a valuable resource for students, teachers and researchers in education, health and social sciences. Most significantly, (...) the increasing awareness of the importance of ethics, diversity and social pedagogy in the teacher education curriculum will ensure that this book becomes essential reading or recommended reading for initial teacher education and CPD courses in education. The Editors have gathered together an exciting and dynamic group of contributors across many fields of English education, and asked them to help rethink the role of ethics in education in the 21st century. The types of questions that we address include: Do we have a shared view of ethical practice? What are the values that underpin ethical practice? What are our ethical responsibilities as pedagogues? (shrink)

We explored teachers? views and students? experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought teaching (...) beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher?s students? Mathematics results with those students? results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students? existing knowledge and adds interest to the course. (shrink)