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Recent articles critical of the use of context in contextual intellectual history have identified contextual method with the post-1960s work of the “Cambridge School,” which is regarded as being grounded in a flawed theory of textual interpretation. Focusing on German cultural and political history, this article shows that a contextual historiography was already fully developed in seventeenth-century ecclesiastical history, and a parallel version of this approach had developed in the field of constitutional history. The modern critique of context emerged only with the appearance of dialectical philosophical history in the first decades of the nineteenth century. The article argues that rather than representing a scholarly engagement with contextual historiography, the central plank of the dialectical critique of contextualism—the notion that contextual explication of thought is insufficient because context itself has transcendental conditions—is actually a cultural-political attack on it launched on behalf of a hostile and incommensurable academic culture.

This article intends to clarify what distinguishes the so-called new “politico-intellectual history” from the old “history of political ideas.” What differentiates the two has not been fully perceived even by some of the authors who initiated this transformation. One fundamental reason for this is that the transformation has not been a consistent process deriving from one single source, but is rather the result of converging developments emanating from three different sources (the Cambridge School, the German school of conceptual history or Begriffsgeschichte, and French politico-conceptual history). This article proposes that the development of a new theoretical horizon that effectively leads us beyond the frameworks of the old history of political ideas demands that we overcome the insularity of these traditions and combine their respective contributions. The result of this combination is an approach to politico-intellectual history that is not completely coincident with any of the three schools. What I will call a history of political languages entails a specific perspective on the temporality of discourses; this involves a view of why the meaning of concepts changes over time, and is the source of the contingency that stains political languages.

This paper explores the advance of the study of nationalism with particular reference to hitherto neglected methodologies. After suggesting what might be the lesson to be learned from Ernest Gellner's critique of Wittgensteinian linguistic philosophy, I set out some of the considerations and questions which guide my own attempt at a definition of nationalism after Gellner. These are essentially concerned with the function of meaning for ‘real people’, that is, with the substantiation of the nation through the study of ideologies and feelings, links between interest and identity, conditions of responsiveness and the differential success of mass mobilisation. In the remainder of the paper, I explore the benefit that may be achieved from adopting the methodologies of the so-called Cambridge school of the history of political thought and of social representations in social psychology.

Martyn Rouse, Lecturer in Special Education, and Richard Agbenu, a former research student, in the University of Cambridge School of Education, consider teachers’ assessments of special educational needs in the light of the massive changes introduced during the last decade. They describe the teachers’ understanding of the nature and purpose of assessment and examine how judgements about children’s learning needs are being made.

This article reports on part one of a three-part national survey of provision for pupils aged 14 and older, in England and Wales, who have profound and complex learning difficulties. The survey is part of the Enhancing the Quality of Life (EqoL), a three-year research project jointly awarded to Skill: the National Bureau for Students with Disabilities, and the University of Cambridge School of Education. The aim of the project is to construct a framework for learning which will support improvements in the quality of life for these young people. It is funded by the National Lottery Charities Board.

Richard Byers, education consultant and part-time lecturer at the University of Cambridge School of Education, challenges recent thinking on the teaching of subjects to pupils with learning difficulties. He emphasises that school-centred and innovative practices in curriculum development should be fully recognised and the role of experience and achievement thoroughly explored.

Richard Byers, an independent consultant on curriculum development for pupils with learning difficulties, and a part-time lecturer in special educational needs at the University of Cambridge School of Education, considers the effectiveness of the National Literacy Strategy and the relevance of recent guidance.

L'A. developpe une approche synoptique de l'avenement de la philosophie analytique, depuis ses debuts a Cambridge au tournant du XX e siecle avec G. E. Moore et B. Russell, jusqu'a sa troisieme grande phase correspondant au Cercle de Vienne avant la seconde guerre mondiale, caracterisee par le tournant linguistique represente par le «Tractacus» de L. Wittgenstein