Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Schel, Kevin M. Vander / DeJonge, M. P. (eds.), Theology, History, and the Modern German University. (Christentum in der modernen Welt 1) 380 S. 2021:11 (Mohr, GW) <665-221>
ISBN 978-3-16-161054-7 hard ¥17,989.- (税込) EUR 74.00 *

Questions surrounding the genesis, development, and viability of modern academic theology have drawn renewed and heightened interest in recent years. Over the past decade, an increasing number of detailed studies have inquired into the emergence of scientific theology ( wissenschaftliche Theologie ) in the nineteenth century and its uneasy relationship with the shifting intellectual culture of the modern research university. This volume presents a unique contribution to this developing conversation, offering a focused treatment of the many-sided debate surrounding the tasks and limitations of historical and critical theology as it develops in the modern German university during the nineteenth and early twentieth centuries. The fifteen chapters of the volume examine the challenges of the historical study of theology and the contested concept of scientific theology in the writings of foundational figures such as Kant, Schleiermacher, Baur, Ritschl, Harnack, Troeltsch, Barth, and Bonhoeffer. Yet it also attends to ongoing debates concerning the relationship between supernatural revelation and empirical-historical research, the rise and fall of historicism in theology, the competing locales of church and university, the appropriation of historical methods within Protestant and Catholic theological faculties, and the place and function of theology in the increasingly specialized modern research university. As the essays demonstrate, the implications of this conversation continue to resound in contemporary discussions of the place of the study of theology and religion in the modern university.

Martin, Jane, Gender and Education in England since 1770: A Social and Cultural History. (Gender and History) 305 pp. 2021:9 (Palgrave Macmillan, UK) <665-1952>
ISBN 978-3-030-79745-4 paper ¥8,505.- (税込) EUR 34.99 *

This book takes a novel approach to the topic, combining biographical approaches and local history, a synthesis of sociological and historical literature, with new research to address a variety of themes and provide a comprehensive, rounded history demonstrating the entanglement of educational experience and the influence of different modes of discrimination and prejudice. Using the lens of gender, Jane Martin reassesses the gendered nature of the modern history of education and provides an overview of intertwined aspects of education, society, politics and power. Its organisation is user friendly, providing accessible information with regard to chronologies of legislation and key events to reflect constancy and change, whilst 'mapping' the larger political, economic, social and cultural contexts, making it ideal for use as a textbook or a resource for teachers and students.

Green, Andrew (ed.), The New Newbolt Report: One Hundred Years of Teaching English in England. (Literature and Education) 256 pp. 2021:11 (Routledge, UK) * paper 2023 <665-1987>
ISBN 978-0-367-69458-6 hard ¥38,907.- (税込) GB￡ 135.00 *
ISBN 978-0-367-69461-6 paper ¥11,236.- (税込) GB￡ 38.99 *

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today.Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt's original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education.This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.

Hampel, Robert L., Radical Teaching in Turbulent Times: Martin Duberman's Princeton Seminars, 1966-1970. (Historical Studies in Education) 236 pp. 2021:12 (Palgrave Macmillan, UK) <665-1988>
ISBN 978-3-030-77058-7 hard ¥31,599.- (税込) EUR 129.99

From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.