Originally published in 1961, the book charts the dynamics of successive phases of the adult education movement and shows the social origin and development of the ideas and attitudes of those involved with it.
This book examines the development of British post-Second World War short-term residential adult education, through the lens of the Shropshire Adult Education College (1948-1976) and the tenure of Sir George Trevelyan as its first warden. Trevelyan is acknowledged as the godfather of new-age spiritualism in the UK and is credited with the development of eclectic and esoteric learning opportunities in arts, traditional crafts, culture and ecology. Embodying the spirit of a new national drive for optimism and enterprise in the post-war period, Trevelyan, and his contemporaries at other colleges, took risks and innovated in new pedagogical approaches to adult education, capturing the imagination of hundreds of students, before being stifled by an increasingly restrictive policy framework and financial strictures. The book considers the ideological drivers and tensions behind this unique form of education - its inception, evolution and virtual demise - and seeks to learn from its complex history to inform education in the future.
Originally published in 1973,this book describes the medieval origins of the British education system, and the transformations successive historical events – such as the Reformation, the Civil War and the Industrial Revolution – have wrought on it. It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies.
Scottish theologian, educator, astronomer and popularizer of science, Thomas Dick (1774-1857) promoted a Christianized form of science to inhibit secularization, to win converts to Christianity, and to persuade evangelicals that science was sacred. His devotional theology of nature made radical claims for cultural authority. This book presents the first detailed analysis of his life and works. After an extended biographical introduction, Dick's theology of nature is examined within the context of natural theology, and also his views on the plurality of worlds, the nebular hypothesis and geology. Other chapters deal with Dick's use of aesthetics to shape social behaviour for millennial purposes, and with the publishing history of his works, their availability and their reception. In the final part, the author explores Dick's influence in America. His pacifism won him Northern evangelical supporters, while his writings dominated the burgeoning field of popular science, powerfully shaping science's cultural meaning and its uses.
First published in 2006. Part of the Studies in Social History series, this volume looks at leisure and class in Victorian England, 1830-85, including topics of popular recreation, middle class and working class differences and rational recreation for the masses and the case of Victorian Music Halls in the entertainment industry.
This highly acclaimed study draws on information from spy reports and contemporary literature to look at English popular radicalism during the period between the anti-Jacobin government "Terror" of the 1790s and the beginnings of Chartism. The book traces for the first time the history of theunderground revolutionary-republican grouping founded by the agrarian reformer, Thomas Spence. Challenging conventional distinctions between "high" and "low" culture, McCalman illuminates the darker, more populist sides of Romanticism. Radical Underworld broadens the conventional boundaries ofpopular politics and culture by exploring a political underworld connected with poverty, crime, prophetic religion, and literary culture.
Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.
This is a biography of Major John Cartwright (1740-1824), the English advocate of radical reform who had considerable influence in shaping the mainstream of reform in England in the nineteenth century, and whose ideas lay behind the working-class Chartist Movement. Known as the 'Father of Reform', Cartwright was the first person of importance to hold a literal belief in universal male suffrage and was venerated by generations of reformers. Dr Osborne's book clarifies and analyses Cartwright's extensive political plans and ideas against the background of contemporary English radicalism and of social and political change. He shows how Cartwright, as a member of the English landed gentry, tried to understand conditions which were changing at an unprecedented rate and still retained a high degree of traditionalism and conservatism.
Originally published in 1985. This book explores issues around education for women and uses the British experience as an example of what adult education in its variety can offer to women in breaking traditional moulds. The text raises questions about where women are, where they might be, and how education as a whole can be used by women, for women. The critique of adult education is both theoretical and useful for practice, including many case studies from areas as diverse as the education of minority women, setting up of women’s education centres, working with childminders, and courses at the Open University.