This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. Renowned British sociologist, A. H. Halsey, presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. He is well equipped to write the story, having lived through most of it and having taught and researched in Britain, the USA, and Europe.The story begins with L.T. Hobhouse's election to the (...) first chair in sociology in London in 1907, but traces earlier origins of the discipline to Scotland and the English provinces. There is a lively account of the nineteenth-century battles between literature and science for the possession of the third culture of social studies, setting the context for a narrative history of rapid expansion in the second half of the twentieth century. LSE had a virtual monopoly before World War II. The educational establishment of Oxford and Cambridge opposed its introduction into the undergraduate curriculum. Only the expansion of sociology to the Scottish, Welsh, provincial, and 'new' universities after the Robbins Report of 1963 brought reluctant acceptance of the subject to Oxford and Cambridge.The student troubles of 1968 are then described and the subsequent doubts, confrontations, and cuts of the 1970s and 80s. Then, paradoxically by a Conservative Government, there was a new university expansion incorporating polytechnics and other colleges, with a consequent doubling of both staff and students in the 1990s.Yet the end of the century left sociology riven by intellectual conflict. It had survived the Marxist subversions of the 70s and the feminist invasion. Yet the renewed challenges of various forms of relativism still threatened, and at root the war was, as it began, between a scientific quantifying and explanatory subject and a literary, interpretative set of cultural studies. (shrink)

Although many physicians have been using the internet for both clinical and social purposes for years, recently concerns have been raised regarding blurred boundaries of the profession as a whole. In both the news media and medical literature, physicians have noted there are unanswered questions in these areas, and that professional self-regulation is needed. This report discusses the ethical implications of physicians’ nonclinical use of the internet, including the use of social networking sites, blogs, and other means to post content (...) online. It does not address the clinical use of the internet, such as telemedicine, e-prescribing, online clinical consultations, health-related websites, use of electronic media for clinical collaboration, and e-mailing patients (some of which are already covered in the AMA’s Code of Medical Ethics). (shrink)

This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. A. H. Halsey presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. The book examines the literary and scientific contributions to the origin of the discipline, and the challenges faced by the discipline at the dawn of a new century.

Historiker haben den weitreichenden Einfluß eines schottischen Common-Sense-Realismus auf die amerikanische Theologie häufig festgestellt. Und mit Sicherheit konnte man diesen Einfluß kaum irgendwo eher mit Händen greifen als am Old-Princeton-Seminary: Kontinentale Theologie und Bibelkritik geriet mit Princetons realistischem Ansatz und einer der Tradition verhafteten calvinistischen Theologie in Konflikt. Das trat insbesondere 1893 im Zuge des kirchlichen Untersuchungsverfahrens gegen Charles August Briggs zu Tage: Die Ereignisse und Diskussionen regten in Princeton dazu an, noch hinter die iro-schottischen Wurzeln zurückzugreifen und sich um (...) eine Fundierung einer von konfessionellem Bewußtsein geprägten calvinistischen Theologie zu bemühen. Ein Ergebnis war, daß Geerhardus Vos erster professor biblicus der Fakultät wurde. Vos war von der Neo-Calvinistischen Bewegung Abraham Kuypers in den Niederlanden geprägt, die wiederum selbst wesentliche Elemente dem Romantizismus verdankte. Der vorliegende Beitrag berücksichtigt gerade diese besonderen, auf der niederländischen Prägung beruhenden Charakteristika der Vosschen Methode, insbesondere bezogen auf seine Epistemologie, sein Wissenschaftsverständnis, das Geschichtsbild und seinen Organizismus; sie lassen manche Anfrage an seine Föderaltheologie zu. Freilich kopierte Vos Kuyper nicht einfach, sondern erkannte die besonderen Anforderungen, die die Situation in Amerika an ihn stellte. Darum berücksichtigt der vorliegende Beitrag auch, in welcher Weise Vos die in den Niederlanden gewonnenen Erkenntnisse in seine Lehre in Princeton integrierte. Während Kuyper die Biblische Theologie etwa gleichgültig blieb, eröffnete der Lehrstuhl in Princeton Vos die Möglichkeit, diese sich zunehmend etablierende Disziplin weiterzuentwickeln. So wurde Vos' Position zu einem tertium zwischen den Calvinisten in Princeton einerseits und denen in Amsterdam auf der anderen Seite. (shrink)

: This article examines the role of vision in the construction of Nature. It is suggested that how nature is 'seen' is inextricably tied to how such a space is named, traversed, and experienced at particular moments. A key contention is that the lens of modernity has for too long adversely impacted what it is possible to see, say, do, and feel with respect to Nature. The force of this statement is borne out with reference to orthodox envisionings of forest (...) conflict in Australia. The article concludes by calling for an environmental ethic(s) which puts into critical relief the discursive, trajective, and affective dimensions of vision. (shrink)

A study of the tradition of ethical socialism, its successes, its failures, and its relevance to contemporary Britain. It focuses on a group of writers who, although separated by time, all promoted this brand of socialism. It chronicles their thoughts and theories, and examines their intentions.

Not man as the king of creation, but rather as the being who is in intimate contact with the profound life of all forms or all types of beings, who is responsible for even the stars and animal life, and who ceaselessly plugs an organ-machine into an energy-machine, a tree into his body, a breast into his mouth, the sun into his asshole: the eternal custodian of the machines of the universe. Deleuze and Guattari, Anti-Oedipus 4.

This article examines the role of vision in the construction of Nature. It is suggested that how nature is 'seen' is inextricably tied to how such a space is named, traversed, and experienced at particular moments. A key contention is that the lens of modernity has for too long adversely impacted what it is possible to see, say, do, and feel with respect to Nature. The force of this statement is borne out with reference to orthodox envisionings of forest conflict (...) in Australia. The article concludes by calling for an environmental ethic(s) which puts into critical relief the discursive, trajective, and affective dimensions of vision. (shrink)

Includes published writings of John Dewey, from 1882-1939. Dewey's writings address his views on topics of education, philosophy, epistemology, metaphysics, ethics, art, logic, social theory.

Researchers from diverse disciplines, including organismal and cellular physiology, sports science, human nutrition, evolution and ecology, have sought to understand the causes and consequences of the surprising variation in metabolic rate found among and within individual animals of the same species. Research in this area has been hampered by differences in approach, terminology and methodology, and the context in which measurements are made. Recent advances provide important opportunities to identify and address the key questions in the field. By bringing together (...) researchers from different areas of biology and biomedicine, we describe and evaluate these developments and the insights they could yield, highlighting the need for more standardisation across disciplines. We conclude with a list of important questions that can now be addressed by developing a common conceptual and methodological toolkit for studies on metabolic variation in animals. (shrink)

This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.

Are the disciplines of education ghosts of a productive past or creative and useful forms of inquiry? Are they in a demographic and organisational crisis today? The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the (...) an ageing population of education academics, in ten years' time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and explores the issue of the past, current and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines as well as to students on educational research methods courses. (shrink)

Preface : how and why the stories came to be -- Introduction : self-deception and red flags -- Sammy meets the wolf : meet the characters who will decide the cases -- I'm not your monkey : loss of control with a difficult client -- Junk yard therapy : self-delusion and exploitation -- Rats! : warring colleagues -- The John : a predator at work and play -- The raid on Hollywood Boulevard : the professional role vs. the right to (...) a private life -- Kill the boss : when clients threaten physical harm -- Broken : Bartering gone bad -- Baby steps off a cliff : the slippery slope to sexual exploitation -- Car crash : a simple disclosure with unforeseen consequences -- Mad FAX : what not to do when clients don't pay -- The star catcher : the undoing of a troubled psychotherapist -- Vampire : Countertransference exploding -- Epilogue : a transformed Dr. Halsey goes home. (shrink)

Criticising judges : fair game or off-limits? -- Academics and judges -- Are the judges too powerful? -- Magna Carta and compensation culture -- Does judicial review undermine democracy? -- Liability of public authorities in negligence -- The shifting sands of statutory interpretation -- Time to call it a day : some reflections on finality and the law -- The globalisation of law -- Recent developments in commercial law conference -- The contribution of construction cases to the development of the (...) common law -- What is wrong with human rights? -- Human rights in an age of terrorism -- Religion and the law : some current problems -- The extraterritorial application of the European Convention on Human Rights : now on a firmer footing, but is it a sound one? -- Magna Carta--liberties, customs, and the free flow of trade -- Delay too often defeats justice -- Magna Carta and religion -- Runnymede -- Advocates as protectors of the rule of law -- Litigators--survive and thrive -- The Jackson reforms and civil justice -- Sharpening the public gaze : advances in open justice in England and Wales -- Threats to justice in the twenty-first century -- Halsey 10 years on---the decision revisited -- Arbitration versus litigation -- Arbitration after Brussels I reform -- School speech day -- How my classical education has affected my life -- Valedictory -- Changes in the law in the last 50 years. (shrink)

In this recent history of British sociology, Andrew Halsey suggests an intriguing connection between political economic régimes in the twentieth century and the development of sociology as an academic discipline, dividing British sociology into four periods, 1900-1950, 1950-1967, 1968-1975, and 1975-2000. In this way, by connecting disciplinary developments with contemporaneous régimes of economic regulation, Halsey begins to outline a sociology of sociology. However, although much of Halsey's book is informative, especially his description of the period from 1950-1967 (...) when he personally entered the discipline, Halsey ultimately fails to develop his sociology of the discipline sufficiently, especially after 1967. Although it does not claim to be comprehensive, this essay attempts to develop Halsey's sociology of the discipline. Key Words: British sociology • social theory • twentieth century. (shrink)

Notes on stratification, education, and mobility in industrial societies, by E. Hopper.--Social selection in the welfare state, by T. H. Marshall.--Domination and assertion in educational systems, by M. Scotford-Archer and M. Vaughan.--Sponsored and contest mobility and the school system, by R. H. Turner.--A typology for the classification of educational systems, by E. Hopper.--The management of knowledge: a critique of the use of typologies in educational sociology, by I. Davies.--Selection and knowledge management in education systems, by D. Smith.--Systems of education and (...) systems of thought, by P. Bourdieu.--On the classification and framing of educational knowledge, by B. Bernstein.--The political functions of the educational system, by H. Zeigler.--Power, ideology, and the transmission of knowledge: an exploratory essay, by D. Smith.--Theoretical advance and empirical challenge, by A. H. Halsey.--A cross-cultural outline of education, by J. Henry.--Educational systems and selected consequences of patterns of mobility and non-mobility in industrial societies: a theoretical discussion, by E. Hopper. (shrink)