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

Trumbore, Anne, The Teacher in the Machine: A Human History of Education Technology. 240 pp. 2025:5 (Princeton U. Pr., US) <737-422>
ISBN 978-0-691-19876-7 hard ¥6,620.- (税込) US$ 29.95

The surprising history of education technology and its political, financial, and social impact on higher education and our worldFrom AI tutors who ensure individualized instruction but cannot do math to free online courses from elite universities that were supposed to democratize higher education, claims that technological innovations will transform education often fall short. Yet, as Anne Trumbore shows in The Teacher in the Machine, the promises of today's cutting-edge technologies aren't new. Long before the excitement about the disruptive potential of generative AI-powered tutors and massive open online courses, scholars at Stanford, MIT, and the University of Illinois in the 1960s and 1970s were encouraged by the US government to experiment with computers and artificial intelligence in education. Trumbore argues that the contrast between these two eras of educational technology reveal the changing role of higher education in the United States as it shifted from a public good to a private investment.Writing from a unique insider's perspective and drawing on interviews with key figures, historical research, and case studies, Trumbore traces today's disparate discussions about generative AI, student loan debt, and declining social trust in higher education back to their common origins at a handful of elite universities fifty years ago. Arguing that those early educational experiments have resonance today, Trumbore points the way to a more equitable and collaborative pedagogical future. Her account offers a critical lens on the history of technology in education just as universities and students seek a stronger hand in shaping the future of their institutions.

Busch, David S., Disciplining Democracy: How the Modern American University Transformed Student Activism. (Histories of American Education) 234 pp. 2025:3 (Cornell U. Pr., US) <737-1631>
ISBN 978-1-5017-7996-1 hard ¥8,610.- (税込) US$ 38.95

Disciplining Democracy reveals the political consequences for the triumph of "service learning" as the dominant pedagogical model of civic engagement in the modern American university. Volunteer-based civic engagement programs in higher education are popularly understood as curricular opportunities that enable young people to engage as citizens in campus and public life. But, as David S. Busch argues, these civic programs are also emblematic of a new political tradition in American higher education-a culture of "disciplining democracy"-that polices the boundaries of appropriate forms of citizenship both for the student and for the university itself. Looking at seven different universities across two political eras, Busch unearths a common institutional trend: that student activists' demand for "action education" in the 1960s-a demand that many believed would reimagine the political role of the university-was reconstituted as university-sponsored volunteer programs by the 1980s. Disconnected from their political roots and visions, these programs became the source for the promotion of service learning as the primary model of the new civics in American higher education and an integral part of institutional strategies for responding to student activism. Embraced by universities big and small, private and public, the triumph of service learning as the new civics narrowed the political terrain of engaged citizenship and set limits on the modern American university's mission. In excavating the genealogy of the new civics and its institutional legacy, Disciplining Democracy offers a new way to understand the university as a political actor in American life.

Mountz, Alison / Williams, Kira, Let Geography Die: Chasing Derwent's Ghost at Harvard. 232 pp. 2025:6 (MIT Pr., US) <737-1632>
ISBN 978-0-262-55159-5 paper ¥14,371.- (税込) US$ 65.00