Social Paralysis and Social Change: British Working-Class Education in the Nineteenth CenturyUniversity of California Press, 03/09/1991 - 540 من الصفحات Neil Smelser's Social Paralysis and Social Change is one of the most comprehensive histories of mass education ever written. It tells the story of how working-class education in nineteenth-century Britain—often paralyzed by class, religious, and economic conflict—struggled forward toward change. This book is ambitious in scope. It is both a detailed history of educational development and a theoretical study of social change, at once a case study of Britain and a comparative study of variations within Britain. Smelser simultaneously meets the scholarly standards of historians and critically addresses accepted theories of educational change—"progress," conflict, and functional theories. He also sheds new light on the process of secularization, the relations between industrialization and education, structural differentiation, and the role of the state in social change. This work marks a return for the author to the same historical arena—Victorian Britain—that inspired his classic work Social Change in the Industrial Revolution thirty-five years ago. Smelser's research has again been exhaustive. He has achieved a remarkable synthesis of the huge body of available materials, both primary and secondary. Smelser's latest book will be most controversial in its treatment of class as a primordial social grouping, beyond its economic significance. Indeed, his demonstration that class, ethnic, and religious groupings were decisive in determining the course of British working-class education has broad-ranging implications. These groupings remain at the heart of educational conflict, debate, and change in most societies—including our own—and prompt us to pose again and again the chronic question: who controls the educational terrain? |
المحتوى
| 1 | |
| 7 | |
| 39 | |
Truce Points and Moments of Change 1 | 64 |
Truce Points and Moments of Change 2 | 98 |
The Case of Wales | 145 |
The Cases of Ireland and Scotland | 194 |
The Family Economy and WorkingClass Education | 254 |
New Roles PupilTeacher Teacher Inspector | 296 |
Conclusion | 347 |
Notes | 371 |
Bibliography | 455 |
Index | 487 |
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عبارات ومصطلحات مألوفة
Anglesey Anglican Church attendance bill Britain British and Foreign British Journal Brougham chapter Chartist Church of England Church of Ireland cols Committee of Council conflict conscience clause day schools denominational Dissenters early economic educa education in Wales Educational Studies educational system efforts Elementary Education Elementary School Established Church Foreign School Society gious grants groups History of Education Ibid industrial inspectors institutions Irish John Journal of Educational Kegan Paul labor Lingen Llangefni London Longman Manchester Matthew Arnold ment middle-class Movement National Society national system Newcastle Commission nineteenth century Nonconformists Oxford Movement parents parish Parliament parliamentary political poor population primary education primordial principle Promotion of Social Protestant pupil-teachers pupils religion religious instruction religious societies reported Revised Code Roman Catholic Routledge & Kegan scholars schoolmasters Scotland Scottish secular South Wales Sunday schools teachers tion tional Victorian voluntary Voluntaryism Voluntaryists Welsh Wesleyan working-class education York
مقاطع مشهورة
الصفحة 46 - Congruities of blood, speech, custom, and so on, are seen to have an ineffable, and at times overpowering, coerciveness in and of themselves. One is bound to one's kinsman, one's neighbor, one's fellow believer, ipso facto; as the result not merely of personal affection, practical necessity, common
الصفحة 148 - if we are to hold our position among men of our own race or among the nations of the world we must make up for the smallness of our numbers by increasing the intellectual force of the individual.
الصفحة 148 - the least possible expenditure of public money, the utmost endeavour not to injure existing and efficient schools, and the most careful absence of all encouragement to parents to neglect their children. . . - Our object is to complete the present voluntary system, to fill up gaps.
الصفحة 150 - It was with us an absolute necessity—a necessity of honour and a necessity of policy—to respect and to favour the educational establishments and machinery we found existing in the country. It was impossible for us to join in the language, or to adopt the tone which was conscientiously
الصفحة 73 - not in any sort to remove poor children out of the rank in which they were born, but keeping them in it, to give them the assistance which their circumstances plainly called for, by educating them in the principles of religion as
الصفحة 53 - How small a portion of the population does it embrace! It embraces the aristocratic class; it embraces the higher professional class; it embraces a few of the richest and most successful of the commercial class; of the great body of the commercial class and of the immense middle classes of this country, it embraces not one.
الصفحة 58 - 1 allow of no writing for the poor. My object is not to make fanatics, but to train up the lower classes in habits of industry and piety.
الصفحة 150 - taken by some members of the House, who look upon these voluntary schools, having generally a denominational character, as admirable passing expedients, fit indeed to be tolerated for a time, deserving all credit on account of the motives which led to their foundation, but wholly unsatisfactory as to their main purpose, and therefore to be supplanted by something they think better.
الصفحة 228 - A number of benevolent persons had seen, with concern, the increasing vices of the city, arising, in a great degree, from the neglected education of the poor. Great cities [are], at all times, the nurseries and hotbeds of crime
الصفحة 206 - To bring together children of the different religious persuasions in Ireland, for the purpose of instructing them in the general subjects of moral and literary knowledge, and providing facilities for their religious