In A Class by Themselves?, Jason Ellis provides an erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond. Ellis situates the evolution of this educational innovation in its proper historical context to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. At the core of this study are the students. This book is the first to draw deeply on rich archival sources, including 1000 pupil records of young people with learning difficulties, who attended public schools between 1918 and 1945. Ellis uses these records to retell individual stories that illuminate how disability filtered down through the school system's many nooks and crannies to mark disabled students as different from (and often inferior to) other school children. A Class by Themselves? sheds new light on these and other issues by bringing special education's curious past to bear on its constantly contested present.

This book is a study of the complicated disputes between 1945 and 1970 over the nationalisation of the British steel industry. It examines in detail the ways in which the views of different classes and pressure groups in society were reflected in the history of steel nationalisation.

“Gandy has attempted a much-needed reinterpretation of Marx’s theory of history—one that, everything considered, deserves the reader’s attention.” —American Political Science Review In this book Karl Marx’s observations on history, which are found scattered throughout his voluminous writings, are brought together and subjected to searching analysis—in refreshingly direct language, without jargon. For the first time we have a thoughtful assessment of Marx’s views on all the epochs that cross his historical vision. D. Ross Gandy treats Marx’s ideas on primitive societies, on ancient Roman and Asiatic civilization, on the structure of feudalism, on strategies for overthrowing capitalism, and on the hypothetical communist future. Among the author’s departures from traditional readings of Marx are his interpretations of class struggle, his conception of social strata, and his cogent analysis of the “new Marxism.” Since many aspects of Marxist historical theory have been neglected or distorted, Gandy’s remarkably clear commentary, based on extensive research—including an exhaustive study of the forty-volume Marx-Engels Werke—will doubtless stimulate debate among sociologists and other students of social change, political scientists, and historians.

Logical Atomism is a philosophy that sought to account for the world in all its various aspects by relating it to the structure of the language in which we articulate information. In The Philosophy of Logical Atomism, Bertrand Russell, with input from his young student Ludwig Wittgenstein, developed the concept and argues for a reformed language based on pure logic. Despite Russell’s own future doubts surrounding the concept, this founding and definitive work in analytical philosophy by one of the world’s most significant philosophers is a remarkable attempt to establish a novel way of thinking.

In this third edition of The Triadic Structure of the Mind, Francesco Belfiore begins from the basic ontological conception of the structure and functioning of the “mind” or “spirit” as an evolving, conscious triad composed of intellect, sensitiveness, and power, each exerting a selfish and a moral activity. Based on this original concept of the triadic, bidirectional and evolving mind, Belfiore has developed a coherent philosophical system, through which he offers fresh solutions in the fields of ontology, knowledge, language, aesthetics, ethics, politics, and law. The present third edition, like the previous one, includes an extensive treatment of the topics addressed as well as the quotation of the views of the major thinkers, whose thought has been discussed and reinterpreted. In addition, new concepts have been introduced, some passages have been clarified, and the style has been improved in several points. The result is an original and exhaustive book, which will be of interest to all philosophy scholars.

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.

This book closely examines one relatively small but significant political phenomenon OCo Suku in Revolutionary China through a matrix of western social theory: Freud, Marcuse, Arendt, and Ricoeur. Suku is the practice of confessing individual suffering in a political context and in a collective public forum. By interpreting Suku from the joint perspectives of political identity and subjective psychological identity, the aim of the book is to postulate a new paradigm for discussing social suffering and collective confession in a political context that represents the radical transformation in China's modern history. This book presents an analysis of the transformation of identity from the traditional to the modern, both for the individual peasant and for the state of China.