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

Alridge, Derrick P. / Hale, Jon N. et al. (eds.), Schooling the Movement: The Activism of Southern Black Educators from Reconstruction through the Civil Rights Era. 296 pp. 2023:5 (U. South Carolina Pr., US) <693-1565>
ISBN 978-1-64336-374-5 hard ¥22,635.- (税込) US$ 104.99 *
ISBN 978-1-64336-375-2 paper ¥7,543.- (税込) US$ 34.99 *

A fresh examination of an underexplored aspect of the civil rights movement-teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.

Burchill, Mary Dresser / Hoagland, Norma Decker, The Life and Legacy of Elizabeth Miller Watkins: A Pioneering Philanthropist. 240 pp. 2023:5 (U. Pr. Kansas, US) <693-1566>
ISBN 978-0-7006-3423-1 paper ¥5,387.- (税込) US$ 24.99 *

Few women have had a more significant impact on the development and growth of Lawrence, Kansas, and the University of Kansas than Elizabeth Miller Watkins. Elizabeth Josephine Miller was born in Ohio in 1861 and moved with her family to Lawrence when she was a child. She attended the University of Kansas's preparatory school in the 1870s but could not complete her education when a family financial crisis forced her to seek employment. She started working at the J. B. Watkins Land and Mortgage Company in 1887 as a secretary and in 1909 she married the company's founder and owner, Jabez Watkins. Together the Watkinses dedicated themselves to philanthropy and were committed to giving all their wealth, as Elizabeth said, "for the good of humanity, chiefly here in Lawrence." Jabez died in 1921, leaving Elizabeth to manage the family fortune alone.Elizabeth wished to give women the opportunity for higher education that she herself had never received. In 1925, the Kansas Board of Regents approved her request to have a women's scholarship hall built at KU. Watkins Hall, named in memory of her late husband, was constructed close to Elizabeth's home-now the Chancellor's residence-and was followed a decade later by the construction Miller Hall in 1936. As two of the twelve scholarship halls at the University of Kansas today, Watkins and Miller Halls are home to a vibrant cohort of young female scholars and an active alumnae community who continue the philanthropic vision of Elizabeth Miller Watkins.In 1929, Elizabeth donated $200,000 for the new Lawrence Memorial Hospital to be built at 3rd and Maine, where it remains today. She also established the first on-campus healthcare provider, Watkins Memorial Hospital at the University of Kansas (now Twente Hall) in 1931.In this charming biography, Mary Dresser Burchill and Norma Decker Hoagland's extensive research successfully paints a portrait of a remarkable woman whose generosity endures at KU and in Lawrence brings to light the astonishing legacy of one of the city's leading philanthropists.

Marion, Melody / Ford, Amanda, Carson-Newman University: From Appalachian Dream to Thriving Educational Community. 360 pp. 2023:6 (U. Tennessee Pr., US) <693-1568>
ISBN 978-1-62190-816-6 hard ¥7,535.- (税込) US$ 34.95 *

The history of Carson-Newman University, the development of rural Appalachia in the nineteenth century, and the rise of the Baptist faith in the South are all inextricably linked. The 120-acre university known today for its high-value liberal arts education and Christian-focused student life, originally founded as Mossy Creek Missionary Baptist Seminary in 1851, is situated in Jefferson County, Tennessee, amidst the foothills of the Great Smoky Mountains. Baptist leaders sought to develop the rechristened Mossy Creek Baptist College to cater to the growing population of East Tennessee. In 1880, the college was renamed again for James Harvey Carson who left his estate to the institution that would become Carson College. Newman College, a separate facility for women's education operating alongside the all-male Carson, would merge with the latter in 1889 creating, under a new moniker, one of the first coeducational institutions in the South: Carson-Newman. In this expertly told history, Melody Marion and Amanda Ford trace the school's humble beginnings through two dozen presidents; the turmoil of the American Civil War, Reconstruction, and two world wars; and the contemporary scandals that have plagued the Southern Baptist Convention. Carson-Newman's history is filled with important players, both courageous and corrupt. Many such players fought tirelessly to grow the campus and maintain a level of excellence at Carson-Newman, but the university's history is dotted with conflict concerning women's rights, civil rights, presidents whose questionable actions created firestorms of protest and led to their exits, and modern questions related to its Baptist affiliation. Additionally, Carson-Newman University owes much to its Appalachian heritage, and in an excellent final chapter the authors unpack Carson-Newman's regional identity past and present. Education in Appalachia historically has fallen behind national standards, but from its start as a seminary through its gender-segregated college days to the integrated orange-and-blue Eagles we know today, the university, with its presidents and academic body has been an agent of demonstrable gain for its students and the region. Today, as new chapters in Carson-Newman's history are being opened, this text will serve as a record of tradition, world-class education, and lifelong learning within a Christian setting.

Rich, Daniel, The Biden School and the Engaged University of Delaware, 1961-2021. 222 pp. 2023:3 (U. Delaware Pr., US) <693-1569>
ISBN 978-1-64453-296-6 hard ¥17,883.- (税込) US$ 82.95 *
ISBN 978-1-64453-295-9 paper ¥7,103.- (税込) US$ 32.95 *

This book reviews the history of the Joseph R. Biden, Jr. School of Public Policy and Administration from 1961 to 2021. The focus is on the school's accomplishments over its first sixty years, how they were achieved, and why they are significant. The analysis describes the challenges and opportunities that shaped the school's development and its emergence as one of the nation's leading public affairs schools. What began in 1961 as an experimental program supported by a single external grant emerged six decades later as one of the nation's leading comprehensive schools of public affairs. That transformation unfolded during one of the most dynamic periods in the history of higher education when the public purpose of universities was expanded. The history of the Biden School is a story of institutional innovation, perseverance, adaptation, and resilience.

Scribner, Campbell F., A is for Arson: A History of Vandalism in American Education. (Histories of American Education) 240 pp. 2023:7 (Cornell U. Pr., US) <693-1571>
ISBN 978-1-5017-7072-2 hard ¥8,613.- (税込) US$ 39.95 *

In A Is for Arson, Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are long-standing tensions between freedom and authority, and between wantonness and reason. Property destruction is not simply a moral failing, to be addressed with harsher punishments, nor can the problem be solved through more restrictive architecture or policing. Scribner argues that education itself is a source of intractable struggle, and that vandalism is often the result of an unruly humanity. To understand schooling in the United States, one must first confront the all-too-human emotions that have led to fires, broken windows, and graffiti. A Is for Arson captures those emotions through new historical evidence and diverse theoretical perspectives, helping readers understand vandalism variously as a form of political conflict, as self-education, and as sheer chaos. By analyzing physical artifacts as well as archival sources, Scribner offers new perspectives on children's misbehavior and adults' reactions and allows readers to see the complexities of education-the built environment of teaching and learning, evolving approaches to youth psychology and student discipline-through the eyes of its often resistant subjects.

Shelton, Jon, The Education Myth: How Human Capital Trumped Social Democracy. (Histories of American Education) 270 pp. 2023:3 (Cornell U. Pr., US) <693-1572>
ISBN 978-1-5017-6814-9 hard ¥9,691.- (税込) US$ 44.95 *

The Education Myth questions the idea that education represents the best, if not the only, way for Americans to access economic opportunity. As Jon Shelton shows, linking education to economic well-being was not politically inevitable. In the eighteenth and nineteenth centuries, for instance, public education was championed as a way to help citizens learn how to participate in a democracy. By the 1930s, public education, along with union rights and social security, formed an important component of a broad-based fight for social democracy. Shelton demonstrates that beginning in the 1960s, the political power of the education myth choked off powerful social democratic alternatives like A. Philip Randolph and Bayard Rustin's Freedom Budget. The nation's political center was bereft of any realistic ideas to guarantee economic security and social dignity for the majority of Americans, particularly those without college degrees. Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and Bill Clinton, Republicans like George W. Bush also pushed the education myth. The result, over the past four decades, has been the emergence of a deeply inequitable economy and a drastically divided political system.

Smid, Harm Jan, Theory and Practice: A History of Two Centuries of Dutch Mathematics Education. (International Studies in the History of Mathematics and its Teaching) 313 pp. 2022:12 (Springer, GW) <693-1573>
ISBN 978-3-031-21872-9 hard ¥35,306.- (税込) EUR 149.99

This book describes and analyses the history of Dutch mathematics education from the point of view of the changing motivations behind the teaching of mathematics over a 200 year period. During the course of the 19th century, mathematics in the Netherlands developed from a topic for practitioners into a school topic that was taught to almost all pupils of secondary education. As mathematics teaching gradually lost its practical orientation and became more and more motivated on the basis of its supposed formative value, the HBS (Hogere Burgerschool), the Dutch variant of the German Realschule, became the dominant school of thought for mathematics pedagogy. This book examines the gradual development of the field, culminating in the country-wide adoption of Realistic Mathematics Education as the new method of mathematics teaching. This book is important for anyone who is interested in the history of mathematics education. It provides an interesting perspective on the development of mathematics education in a country that, in many aspects, went its own way.

Sarnowsky, Juergen, Bildung und Wissenschaft im Mittelalter. (Nova Mediaevalia 23) 367 S. 2022:12 (V & R unipress, GW) <693-111>
ISBN 978-3-8471-1485-7 hard ¥11,770.- (税込) EUR 50.00

Die Vielgestaltigkeit und Tiefe mittelalterlicher Bildung und Wissenschaft wird haeufig unterschaetzt. Gerade das spaetere Mittelalter entwickelte eine Fuelle von Ansaetzen und Konzepten, aber auch schon das Denken der antiken oder fruehmittelalterlichen Menschen war aehnlich komplex wie das der Spaeteren. Bedeutsame Entwicklungen vollzogen sich im Mittelalter zum einen im Bereich der Bildungsinstitutionen, von den Kloster- und Kathedralschulen bis zu den Universitaeten und zum Schulwesen des spaeteren Mittelalters, zum anderen in den verschiedenen Disziplinen, von den sieben freien Kuensten ueber Philosophie, Theologie, Recht, Geschichtsschreibung und politische Theorie bis zu den mechanischen und magischen Kuensten. Dabei geht es keineswegs darum, im hegelianischen Sinne einen Prozess der allmaehlichen Bewusstwerdung des menschlichen Geistes nachzuzeichnen. Der Band zeigt vielmehr die wachsende Vielfaeltigkeit der Gedankenwelten, sowohl in einem chronologischen Durchgang durch die Geschichte der Institutionen und der Lehrplaene als auch in Ueberblicken ueber die mittelalterliche Entfaltung der Faecher und Themen. The diversity and depth of medieval literacy and scientific thought has often been underestimated. Even though there was no continuous process of rising human consciousness and awareness and no rise of complexity in thought in comparison between antiquity, the earlier and the later middle ages, there was a growing corpus of knowledge and an intense development of institutions, starting from the monastic and cathedral schools and leading to universities and other later forms of schools. The book follows these developments as well as the evolvement of the various disciplines, starting from the seven liberal arts, philosophy, theology and law to history, political theory, and the seven mechanical and magical arts. Thus, it will demonstrate the rising compexity of scientific ideas and methodological approaches which provided an important starting point for the modern developments.

熊野留理子著　占領された日本－学問の自由の残存
Kumano, Ruriko, Japan Occupied: Survival of Academic Freedom. 290 pp. 2023:2 (Springer, GW) <693-1000>
ISBN 978-981-19-8581-2 hard ¥28,244.- (税込) EUR 119.99 *

This book documents Japan's psychological deterioration caused by its defeat in August 1945. Also, Japan's traumatic transformation from authoritarianism to democracy is detailed. The study exposes an ideological war between the Soviet Union and the USA within American-occupied Japan, which triggered violent polarization among the Japanese. Under General MacArthur's tutorage, the defeated Japanese were expected to become a peace-loving people, but the Cold War derailed Japan's progress toward freedom and democracy. The "Red Purge," instituted by MacArthur's Headquarters (GHQ) from 1949 to 1950, triggered the devastating side effects on Japan's academic freedom and freedom of speech. Stanford University Professor Dr. Walter C. Eells (1886-1962) served at the GHQ as an influential education adviser and became the most vocal advocate of the Red Purge. Japanese Marxist historians have constructed the popular postwar narrative of the Red Purge, blaming the GHQ for every failure. The vast archival materials, including the GHQ papers, Eells papers, and Japanese-language documents, revealed that the Red Purge was a serious propaganda battle between the Americans and the Soviets in a war-torn Japan. This propaganda war engendered the violently polarized political climate, in which the conservative Japanese government behaved according to the dictates of US Cold War policy. By revealing feverish tensions within the GHQ regarding communist influences in Japanese universities, this study sheds bright new light on the Red Purge and its lasting impact on Japan's political future.