Universities must transmit technically exploitable knowledge. That is, they must meet an industrial society's need for qualified new generations and at the same time be concerned with the expanded reproduction of education itself. In addition, universities must not only transmit technically exploitable knowledge, but also produce it. This includes both information flowing from research into the channels of industrial utilization, armament, and social welfare, and advisory knowledge that enters into strategies of administration, government, and other decision-making powers, such as private enterprises. Thus, through instruction and research the university is immediately connected with functions of the economic process.

Towards Rational Education explores how education can become rational by serving character building, rational thinking and the common good. It uses evidence-based psychology, philosophy, sociology and political science to support transforming education and provides a brand-new framework for effective universal education. This book endorses Rational-Emotive Behavior Theory (REBT) and rational education philosophy theories as main vehicles paving a viable set of rational education values and practices. Collective wisdom, rational living, freedom, mental health, altruism, solidarity, equality and fraternity are seen as the foundational values for shaping already existing schools of the world become more rational and in establishing Rational Education Communities (REC) and Rational Schools (RS). Calling for a philosophical and socio-political shift in education values and practices, the book cites principles, tools and practices that rational educators, philosophers, psychologists, other related scientists-practitioners and people have offered us as a legacy for building a more rational and positive education for all people universally, without sacrificing cultural sensitivity and expressivity. This book will be of great interest for the general audience and a special interest for academics, researchers and post-graduate students in the fields of the philosophy of education, positive psychology, educational psychology and educational policy.

This collection of essays by German and American scholars will help familiarize English-speaking readers with the most important results of this recent work and, in conjunction with a companion volume of Horkheimer's essays, Between Philosophy and Social Science, should provide a much fuller and deeper picture of his role in the history of modern social theory. Max Horkheimer (1895-1973), one of the founders of critical theory and a sometime colleague of Herbert Marcuse, Theodor Adorno, and Walter Benjamin, has become a subject of renewed attention and appreciation in Germany in the last decade. This collection of essays by German and American scholars will help familiarize English-speaking readers with the most important results of this recent work and, in conjunction with a companion volume of Horkheimer's essays, Between Philosophy and Social Science, should provide a much fuller and deeper picture of his role in the history of modern social theory.

This book offers a comprehensive appraisal of the work of Anthony Giddens, who is known worldwide as one of the leading figures in social theory and the social sciences. During the last decade Giddens has published a series of substantial volumes which have defined a distinctive and original theoretical approach. The twin focal points of his approach are the 'theory of structuration' and the analysis of 'modernity'. Giddens's writings on these and related themes are widely recognized as among the most important contributions to theoretical debate in the social sciences. Social Theory of Modern Societies is the first volume to provide a systematic and critical assessment of Giddens's contributions. The volume includes eleven critical essays - all of which were specially commissioned for this volume - by authors who are well known in their own fields: Zygmunt Bauman, Richard J. Bernstein, Derek Gregory, Nicky Gregson, David Held, Bob Jessop, Linda Murgatroyd, Peter Saunders, Martin Shaw, John B. Thompson and Erik Olin Wright. In a long concluding chapter, Anthony Giddens responds to the criticisms raised by these and other authors, clarifying and elaborating his current views. The result is a unique and engaging book which gives both a critical evaluation of Giddens's work and a guide to some of the theoretical issues which are at the forefront of the social sciences today. It will be of interest to students and academics in sociology, politics and geography, and to students in the social sciences and humanities generally.

Understanding of the history and development of organization theory has recently made advances through work emerging on the history of management thought as well as through the institutionalization of critical approaches to organizations and organizational knowledge. This book provides a new reading of the historical development of organization.

This comprehensive anthology offers over 40 readings that are critical to the understanding of anthropological theory and the development of anthropology as an academic discipline. The fourth edition maintains a strong focus on the "four-field" roots of the discipline in North America but has been reorganized with a new section on twenty-first-century theory, including coverage of postcolonial and public anthropology. New key terms and introductions accompany each reading and a revamped glossary makes the book more student-friendly. Used on its own, or together with the overview text A History of Anthropological Theory, Fourth Edition, this anthology offers a flexible and unrivaled introduction to anthropological theory that reflects not only the history but also the changing nature of the discipline today. For additional resources, visit the "Teaching Theory" page at www.utpteachingculture.com.

This scintillating book by one of the most interesting young sociologists currently working in the USA is a provocative and timely contribution to the debate on civilization, modernity and postmodernity. The author argues that modernity never jettisoned barbarism. Instead barbarism was repackaged in modern and postmodern traditions and cultures.

The Philosophy of Social Science: A Contemporary Introduction examines the perennial questions of philosophy by engaging with the empirical study of society. The book offers a comprehensive overview of debates in the field, with special attention to questions arising from new research programs in the social sciences. The text uses detailed examples of social scientific research to motivate and illustrate the philosophical discussion. Topics include the relationship of social policy to social science, interpretive research, action explanation, game theory, social scientific accounts of norms, joint intentionality, reductionism, causal modeling, case study research, and experimentation.

The Social Lens: An Invitation to Social and Sociological Theory, Second Edition is an upper division undergraduate social theory textbook that introduces the student to the major classical and contemporary theorists. The theorists were chosen for the diversity of their perspectives as well as their ability to introduce the student to contemporary theory. Dr. Allan uses a lively informative writing style to engage the students in the eras of social change that spawned the major sociological theories and then applies them to the current era, which also is experiencing major social change.