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Some very recent “states of the field” of the history of political thought are rich in valuable information and raise many considerations. As often happens, though, rather than dwelling on what is shared, perhaps it could be more fruitful to reason in dialogue with the authors on how their reflection surprises or perplexes. In order to avoid unconscious ideological trends, the main issues to debate seem to be the idea of a role for the history of political thinking, the global perspective, the meaning of context, the relationship between the history of political thought and political theory and, mainly, the concept of scholar’s interest.

In the twenties of the last century, the Cambridge school in biochemistry was established. Under the leadership of Frederick Gowland Hopkins this group had as its primary objective the consolidation of a new science: biochemistry. A particular feature of this group was the explicit attempt to link scientific work with philosophical discussion. However, some historians like Nils RollHansen (1984) have harshly questioned the way in which these scientists appealed to philosophy. In particular Roll-Hansen has suggested that the philosophical aspects of the work of these researchers would have to be considered as propaganda, motivated by attempt stablish the biochemistry as a discipline. In this paper I am going to defend that it is possible to consider the philosophical principles presented by the Cambridge school as something more than a propaganda for an institutional project. To this end I am going to compare the relationship between the philosophical principles and methodological work proposed by the Cambridge school with a contemporary proposal: the Metabolic Control Analysis, a perspective in the study of biochemistry whose methodological work is usually defended by appealing to “philosophical principles”. Despite the temporal distance between the two schools, both the attitude of appealing to philosophical principles and their field of scientific study are similar., En los años veinte del siglo pasado se constituye lo que luego se llamó la escuela de Cambridge en bioquímica. Bajo el liderazgo de Frederick Gowland Hopkins este grupo tenía como objetivo primario la consolidación de la naciente bioquímica. Una característica particular de este grupo fue el intento explícito de vincular el trabajo científico con la discusión filosófica. Sin embargo, algunos historiadores como Nils Roll-Hansen (1984) han cuestionado en duros términos la manera en la cual estos científicos apelaban a la filosofía. En particular Roll-Hansen ha sugerido que los aspectos filosóficos del trabajo de estos investigadores tendrían un mero carácter propagandístico vinculado con el proyecto de la constitución de la bioquímica como una disciplina. En este trabajo voy a defender que es posible considerar a los principios filosóficos presentados por la escuela de Cambridge como algo más que una mera propaganda para un proyecto institucional. Para esto voy a comparar la relación entre los principios filosóficos y trabajo metodológico propuesto por la escuela de Cambridge con una propuesta contemporánea: el Análisis de Control Metabólico, una perspectiva en el estudio de la bioquímica cuyo trabajo metodológico se suele defender apelando a “principios filosóficos”. A pesar de la distancia temporal entre ambas escuelas, tanto la actitud de apelar a principios filosóficos como el campo de estudio científico son semejantes.

Die Frage nach der Bedeutung von Rousseaus Werk in der Geschichte des politischen Denkens des 18. Jahrhunderts, seinen Wirkungen und seiner Aktualität ist seit jeher heftig umstritten und Gegenstand heterogenster politischer und wissenschaftlicher Interpretationen. Sie bietet für den vorliegenden Beitrag den Anlass, sich über die methodischen Grundlagen der Interpretation politischer Theorien und Diskurse vergangener Epochen Rechenschaft abzulegen und zu fragen, welche Vor- und Nachteile unterschiedliche Ansätze politischer Ideengeschichte und Intellectual History besitzen, die politische Ideen und Diskurse aus ihren Kontexten heraus zu verstehen suchen., At all times there has been controversy about the works of Rousseau in 18th century History of Political Thought. Their meaning, influence and contemporary relevance have been the subject of various and diverse political and academic interpretations. Against this background, the paper explores the methodological foundations of interpreting the political theories and discourses of past epochs. Which are the specific advantages and disadvantages of the different approaches in the History of Political Ideas and Intellectual History which aim to understand political ideas and discourses within their original context?

The Lesley College Schools for Children collection contains catalogs produced annually and other records from the schools (the Carroll-Hall School, the Lesley-Dearborn School, and the Lesley-Ellis School) that the former Lesley College acquired. Each catalog contains a history of the school, information about faculty, admission, buildings, course descriptions, academic calendars, school policy, and tuition and expenses. The collection also contains a book of published poems from students in Lesley-Ellis Schools' creative writing class from 1958 - 1964.

Целью статьи является сравнение логических достоинств концепций издержек производства в названных школах в контексте апологии рыночной экономики. = The purpose of the proposed study is to compare the logical merits of the concepts of production costs at these schools in the context of the apology of the market economy.

This paper is focussed on the Cambridge Keynesians and it provides an enquiry on the links between that side of the Cambridge School and the Italian tradition at large. The bulk of the contributions on the connection between Cambridge and Italy during the post-war period have generally been focussed on the factors of influence from Britain to Italy thus far. The present contribution aims at working on the same subject, with the only difference that it looks at the causation process taken the other way round. We shall deal with the influences of the Italian tradition on the drift and contents of the Cambridge School during the same period of time. More particularly, in this paper, special attention will be given to the works of Nicholas Kaldor, Luigi Pasinetti and Piero Sraffa.

In considering the Cambridge School of intellectual history, we should distinguish Skinner’s conventionalism from Pocock’s contextualism whilst recognising that both of them argue that the study of a text’s linguistic context is at least necessary and perhaps sufficient to ensure understanding. This paper suggests that although “study the linguistic context of an utterance” is a valuable heuristic maxim, it is not a pre-requisite of understanding that one does so. Hence, we might shift our attention from the role of linguistic contexts in understanding a text, to the role of ideational contexts in our explanations of meanings or beliefs. The explanatory role of contexts can be unpacked in terms of traditions and dilemmas. Here the paper also considers how this approach differs from that of the Cambridge School.

This article justifies approaching classic works of political theory as relevant to problems that concern us. Perennial problems are shown to exist in three increasingly controversial senses. First, past authors addressed a problem which we can ponder. Second, past authors addressed a problem which authors who wrote on these authors also addressed and which we can ponder. Third, numerous authors expressed beliefs relevant to a problem which we can ponder. The errors identified by opponents of perennial problems arise from empirical misjudgments concerning the ways that different authors addressed such problems, not from the assumption that such problems exist.

The Lesley College Schools for Children collection contains catalogs produced annually and other records from the schools (the Carroll-Hall School, the Lesley-Dearborn School, and the Lesley-Ellis School) that the former Lesley College acquired. Each catalog contains a history of the school, information about faculty, admission, buildings, course descriptions, academic calendars, school policy, and tuition and expenses. The collection also contains a book of published poems from students in Lesley-Ellis Schools' creative writing class from 1958 - 1964.