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The fetish of the century is the title given by Fritz Kempe, Director of the National Education Centre, Hamburg, to his manual on photography.

Efforts at educational reform between 1890 and 1930 in New York were more successful in medicine than in law. This paper considers influences favoring medical reform: a rapid introduction of new knowledge and techniques; a national, even international competition for medical esteem; a visible need for expensive instructional facilities; a solid connection of schools of medicine with universities; a strong professional association; and several other forces.

If learning is to take place in the community college classroom, communication among those who share that classroom must be a prerequisite. At this point in our collective experience, two barriers to faculty-student communication confront us. First, we have what might be called the McLuhan barrier, which presents itself in the form of students and teachers whose commonality-the semantic basis of communication-of beliefs, tastes, and concept formation is less strong than in previous generations and threatens to become weaker still. Second, we have retained the long-standing authoritarian barrier, the role sets which are typified by all those devices from grades to assigned seating that create a natural adversary relationship between students and teachers, and oftenbecause of the competition involved-among the students themselves. We must understand a bit about these mutually reinforcing barriers if we are to deal with them realistically at the community college level. One way to grapple with the problem of understanding these barriers is to experience them in operation and analyze the experience to see if it will yield possible strategies for classroom application. This is the approach that was taken in a presentation of this material to community college faculty and administrators. We begin with a short burst of media artifacts that are part of most students' commonality, but are somewhat alien to most teachers. We continue with a simulation of the "win-lose"

It should be stressed first of all that the didactic concept ourlined in the following article imposes quite considerable requirements on both teacher and pupils. It is unlikely that it could be undertaken with pupils other than those of the upper school. The optimum situation — and we assume that this is at present the case— is for the school itself to have a photographic club, or for some of the pupils in the class to belong to such a club. But it is essential that as many as possible have a prior knowledge of photography extending beyond basic concepts. The teacher himself, of course, must also have a good knowledge of the subject.

This article tells a story about the need for better understanding between blacks and whites and suggests how these needs can be partially met through a course in black rhetoric. The first section attempts to portray in narrative form the alienation between blacks and whites. The second portion describes the author's course in black rhetoric.

The paper highlights some areas of Vichian thought that are of interest to political scientists His views on the origin of the state and of rulership are given some attention, and the importance of his theory of “corsi” and “ricorsi” for his political thought is emphasized.

Conflict as a social phenomenon has recently attracted more and more attention from the different social sciences each viewing it from that point which is of signifrcancefor the relevant subject. Modern interest in conflictfrom the sociological point of view is stimulated both by the prominence and high frequency of conflict in modern society and the difference of opinion within the ranks of sociologists concerning the origin, development and consequences of the process. In this paper the author tried to weigh the two most prominent models concerning conflict, the conflict model (Dahrendorf and the integration model (Mayo), in order to determine their relevance concerning the explanation of the origin, development and consequences of conflict in society. This was attained by quoting the different authors on certain pertinent and crucial elements of the different models and then deducing from four basic polarities. These statements were then examined as to their plausibility in terms of empirical ...

This paper involves two objectives. Firstly, a descriptive analysis of the institutions represented at the 1969, 1970, 1971, 1972, and 1973 an nual meetings of the North Central Sociological Association is presen ted. Although the sociology convention has occasionally been the object of study (e.g., Higbie and Hammond, 1966; Mintz, 1967; Hammond and Hibgie, 1968; Lin, Garvey, and Nelson, 1970, Leonard and Schmitt, 1973), it has not been examined extensively. In view of the increasing in terest in the sociology of sociology, the intrinsic concern of sociologists with formal organizations, and the role of regional, and especially, national psychology conventions in the early dissemination of research findings (Garvey and Griffith, 1971:355-58), this neglect is un warranted. Secondly, an analysis of the substantive concerns, as reflected in session, panel, topic etc. titles, is contained herein. It seems reasonable to conclude that some of the dominant and pressing considerations of the discipline are mirrored in these entries.

In this paper the attempt is made at a critical analysis of the phenomenon of world communism. The rise of this phenomenon is shown against its historical background, i.e., against the changing circumstances of life. The various doctrines of Marxism that give rise to various theories of communism are shown to have their origin in the changing circumstances of life, i.e., the changing social conflicts and the changing human needs arising from these conflicts. It is because of this that Lenin, Stalin, Mao and the neo-Marxists were compelled to readjust Marx's doctrine to the prevailing conditions of their respective historical situation, thus seeking to cope with the problem of man's alienation in an ever newform. This led to the paradoxical situation that the teachings of the neo-Marxists stood in flagrant contradiction to the fundamental principles of Karl Marx. It is hoped that the above method of dealing with world communism as a dynamic world phenomenon will bring out its controversial charact...

Fred Cottrell's contributions to political sociology and demography consist largely in his herculean efforts to trace out the impact on society of the transition from low energy technology to a high energy technology. Energy and Society (1955) is basically a treatise on the evolution of a new species of society ? one that is fundamentally different from the species that preceded it in terms of family structure, social structure and organization, spatial organization, values and ideology, population size and diversity, and politics. Almost nothing is left unchanged in the process of this evolution. In the realm of political sociology, Cottrell's contributions primarily consist of his tracing out of the impact of high energy technology on the evolution of the political state, and his recognition of the impact high energy technology has on international affairs. In another paper, Tibbitts has discussed Cottrell's contributions to the politics of aging. Departing from the Darwinist model of evolution, Cottrell pointed out that man's ability to transform nonhuman energy to suit his own pur poses disrupted whatever "natural" forces were operating in the en vironment to keep a balance in the ecology. Where the flow of energy in a habitat is greatly enlarged, culture thus becomes more and more contrived; that is, its continuity depends increasingly on man's ability consciously to understand how (culture) works and to be effectively able to manipulate the elements that make it work. As a consequence, discontinuity in culture becomes more common because much of what was there was never understood, verbalized, or integrated by conscious process. (1972, p.29) There are two important implications of this shift to a more active culture-building role for man. First, everyday life involves more con scious choices and fewer situations can be handled routinely, especially at the societal level. This means that the processes of decision-making assume a much more important role in the dynamics of culture than was

(1973). Some Reflections on Educational Reform. The Educational Forum: Vol. 38, No. 1, pp. 85-92.

(1974). Bilingual Education for Teachers. The Educational Forum: Vol. 38, No. 2, pp. 203-210.

The consistent policy of socialist countries that is directed toward improving relations with all countries irrespective of their social system and the obvious turn toward realism and the relaxation of tensions characteristic of the present policy of a number of Western powers have led to an improvement in the international political climate in recent years. The peace initiatives of the Soviet Union, the successful development of Soviet-French collaboration, the Soviet-West German and Polish-West German treaties, the quadrilateral agreement on West Berlin, the important results of Soviet-American negotiations, real prospects for convening an all-European conference on security and collaboration — all these things create favorable prerequisites for new and positive change in international relations.

Over seventy years ago, G. Stanley Hall advo cated a school especially for the "adolescent age." By the mid-1920's there was a ground swell toward creation of an organization where transescent learners (the pre and early adolescent) could more-effectively make the transition from the elementary school into the departmen talized high school. Unfortunately, the idealism of Hall and others was subverted by the educational "realists" of that era. They saw creation of junior high schools as one way to overcome those problems caused by rapid popula tion growth and passage of compulsory school attendance laws. The former led to classroom shortages, while the latter led to ever-increasing school dropouts. Thus these early "innovators' created the junior high school as we know it today. What they accomplished is aptly described by Bough

A case study of Dostoevsky's Crime and Punishment (Part I) was conducted to demonstrate the existence of literary analogs to contemporary conflict theories, as well as to indicate the potential for theory construction via literary analysis. Three analogs were described which correspond to the frustration‐aggression model, the decision‐making or game‐theoretic approach, and the instinctual aggression paradigm, respectively.

During the recent U.S.-China friendship celebrations in San Francisco there was a struggle between the pro-China groups in Chinatown and the Chinese Six Companies over the use of Portsmouth Square,...

(1974). Sociology, Religion, and Historians Revisited: Towards an Historical Sociology of Religion. Historical Methods Newsletter: Vol. 8, No. 1, pp. 29-38.

(1974). Neo-Marxism and Underdevelopment — A sociological phantasy. Journal of Contemporary Asia: Vol. 4, No. 1, pp. 5-23.

The realization of the priority goals set by the Twenty-Fourth Congress of the Communist Party of the Soviet Union with respect to the development of science and technology in our country requires an ever greater influx of new expertise and new ranks of young specialists into all sectors of the national economy, and into the areas of science, culture, and art.

An existential approach in geographic education would utilize the subject matter of empirical and theoretical objective geography as elements in the formation of one's existential geography, that artistic creation of subjective importance belonging to each individual who recognizes himself as the focus of an egocentric space continuum. It would further teach that the individual must accept responsibility for overseeing what transpires in his existential space. Therefore the approach unites the subfields of aesthetic geography and advocacy geography.

The planned development of a socialist economy determines the reality of the task of "elaborating in the new five-year period the scientific principles underlying the protection and transformation of nature for the purpose of improving the environment surrounding man and making better use of natural resources." (1) As noted in a decree of the USSR Supreme Soviet dated September 20, 1972, the concern for nature conservation and for making better use of natural resources is a key government target. (2) Such great attention to the problem of the environment stems from the fact that in the process of the revolution in science and technology, the scale of the transformational activity of people has grown immeasurably and for the first time in history has become comparable with the scale of activity of the natural forces on our planet: with geological, chemical, and biological processes.

Panta rhei-everything is in a state of flux. This could well be the motto of the West German educational system in the 1970s. The word of the moment is 'comprehensive'-a dirty word for some, a vision of the future for others. Comprehensive schools are struggling into being [1], and in the tertiary sector comprehensive universities (Gesamthochschulen) are around the corner [2]. As in Britain these developments are viewed with concern, or at best scepticism, by supporters of the present tripartite system of secondary schooling-Gymnasien (grammar schools) for the few, Hauptschulen (truncated secondary moderns) for the many and, somewhere in between, the Realschulen, fewer in number and not quite belonging to one camp or the other, but providing their pupils when they leave with the mittlere Reife, an intermediate leaving certificate which is of great importance when one comes to consider the further education field. As one might expect from the foregoing, FE in West Germany is not spared by the wind of change. But before looking more closely at this extremely significant sector of education [3] it is as well to clarify exactly what one means in the German context by the term 'further education'. In Britain there is a clear distinction between secondary and further education, even though those attending FE colleges may be following the same GCE '0' and 'A' level courses as their contemporaries or near-contemporaries who have remained at school. Broadly they are treated as young adults and are referred to as 'students'. Where British further education does become less clearly defined is in its relationship to the tertiary sector: a college of technology may house both secondary and university level work. In Germany, however, the position is more or less reversed. The term 'further education' in the British sense is unknown (Weiterbildung-apparently a convenient translation-has a quite different meaning and is concerned rather with refresher or post-training courses), what we would call 'colleges' are termed and thought of as 'schools' (Schulen), their external and internal administration approximates more closely to that of the secondary schools and those attending them are referred to as Schiiler and Schiilerinnen (literally 'schoolboys' and 'schoolgirls', though virtually untranslatable in the context) and often treated as such, though to be fair one should say that the age for entry (14-15) to many courses is lower than in Britain. At the other end of the scale there is a clear dividing line between further and higher education: as we shall see, it was only recently that those institutions of higher education which recruit their students largely from FE were hived off themselves from the secondary system.

In the Warring States period (475-221 B.C.), there was a fierce struggle on the ideological front between Hsun K'uang (1) and Mencius (see "Mencius — a Trumpeter for Restoring the Slave System" in our issue No. 37). Over the last 2,000 years many historians described it as a struggle between the Confucianists themselves, thereby concealing its class nature. Actually, the contention between Hsun K'uang and Mencius was a struggle between the Confucian and Legalist schools after Shang Yang's reforms to decide which of the two would win out; it was a two-line struggle between the new emerging landlord class which advocated changes and opposed restoration and the declining slave-owning class which opposed changes and worked for restoration. When the class nature of this contention is made clear, we will have a better understanding of the significance of the struggle between the Confucianists and the Legalists and a clearer idea of the reactionary and progressive roles played by the two schools of thought respe...

Attempts to circumscribe “the Burkean method” of rhetorical criticism can be frustrating. Critics more profitably might use Burke as an example and a prod, appropriating—as was done in this study—whichever of Burke's concepts, methods, and metaphors seem applicable to a given rhetorical event. Burke's “chart‐prayer‐dream” trilogy, together with his understanding of “strategies,” was employed to examine Morley's “Home Rule” speech before the Oxford Union in 1888. Morley's reply to Randolph Churchill abandoned propositional argument in favor of reviv‐alistic‐exhortation early in the speech; his strategies of form, argument, labelling, style, and mimesis are best understood as those of the High Priest seeking a confessional and an act of expiation from his auditors.

The problem of an individual's rights of free speech in relation to the power of Congress to investigate is a matter of continuing concern. This essay discusses several ways in which free speech was restricted by the Un‐American Activities Committee of the U.S. House of Representatives. The failure of the courts to protect these rights relative to the procedures of this Committee is also described. Unless resolved by the Supreme Court or the Congress, the issues described here may be raised whenever any Congressional committee investigates a controversial subject.

An important problem now facing us is that of Soviet education and, in particular, the question of the relationship between revolution in the Soviet and cultural and educational activities. Political and economic changes have occurred in the Soviet region. Foremost politically is that the political power of the nation is in the hands of the workers and peasants, and mutual relationships among classes have changed. Economically, feudal exploitation has been eliminated, and capitalist exploitation has been restricted. However, have changes also occurred in the field of education? There can be no doubt that there have also been changes in education. In the old society, ruled by the Kuomintang [Nationalist Party], which represents the landlord class and the bourgeoisie, the proletariat and workers could not receive the benefits of culture and education. In one sense this is because the economic slavery and political oppression of the landlord class and the bourgeoisie completely deprived the proletariat and w...

Since the correct solution to the problem of the relationship between natural science and philosophy is related to the alliance between philosophical workers and natural scientists, it is also related to the development of philosophy and natural science. One of the problems inevitably encountered in solving the problem of the relationship between natural science and philosophy is the materialism of natural science. This article will attempt some theoretical investigation of this problem. Although some of my points may be unsuitable and one-sided, I hope they will be corrected by the natural scientists and philosophical workers.

(1974). Stereotypes in English textbooks of German. Patterns of Prejudice: Vol. 8, No. 2, pp. 17-21.

‘The rural proletariat’ has been employed as a sociological category to describe Caribbean populations for nearly 25 years, but confusion about such populations persists. Proletarianisation, the definition of rural proletariats, and the Marxist conception of consciousness, as applicable to such groups, are discussed in the following paper. The Cuban case is described to exemplify the European bias of some analysts, and the difficulties created by an uncritical transfer of western conceptions of class and of class consciousness to a colonial agrarian situation. A special effort is made to conceptualise the rural proletariat in terms of its relationships to the peasantry, and of the ‘concealment’ of landless workers in peasant communities.

In their article ‘An Interpretation of the Modern Rise of Population in Europe’ published in Population Studies, 26, 3, McKeown, Brown and Record conclude that European ‘population growth was not influenced by improved sanitation before about 1870 or by specific medical measures before the introduction ofthe sulphonamides in 1935’.The authors go ootoargue that population increase before the twentieth century was essentially doe ‘to a decline of mortality which resulted from improvement of diet ... (through) a large increase of food production’. The present article consists of a critique of these arguments based on a detailed examination of evidence forEngland oodWales. From u review of the demographic evidence and that on food supply and consumption per head it is concluded that population expansion could not have been due to an improvement in diet during the relevant period. Two hypotheses are put forward to account for the increase in population in England and Wales: (1) a reduction in smallpox...