The breakdown of the educational system of the G.D.R. in 1989—Problems of restructuring public education

The disappearance of an apparently well-established European state within one year—sudden, unexpected, and self-imposed—probably presents an event without parallels in European history. In educational history, too, there may be few examples of bringing together the structures of two very different educational systems after four decades of separate development.     

New Story of Mt. Anyaimaqen

Anyaimaqenisasnow-cappedmountaintoweringoverthesourceoftheYellowRiver.Formorethan1,000years,localpeoplehavebeentellingastoryoftheMountainGodAnyaimaqen,whowearsasilverhelmet,wieldsalongsword,andridestheWhiteDragonHorseinaconstantfightagainstdemons.Nowonderthemountainisconsideredholy.Recently,wecrossedseveralhighmountains,eachover4,000meters,toreachthefootoftheholymountain,whichwefoundis6,282metersabovesealevel.Wevisitedlocalpeople,andheardmanytouchingstories.NEWVEHICLES.Onedayin1994,afl…     

Numitorius’ Parody of Vergil,Ecl. 3. 1–2.

Numitorius’ line should be read: non, verum Aegones nostri sic rure locuntur (instead of Aegonis), i.e. a generic plural ‘(people like our Aegon’).     

A Review of: “Theodore L. Sourkes. The Life and Work of J.L.W. Thudichum (1828–1901).”

This article explores the short history of “neuroscience” as a discipline in its own right as opposed to the much longer past of the brain sciences. It focuses on one historical moment, the formation of the first British “neuroscience” society, the Brain Research Association (BRA), renamed in 1996 to the British Neuroscience Association (BNA). It outlines the new thinking brought about by this new science of brain, mind, and behavior, it sketches the beginnings of the BRA and the institutionalization of neuroscience in the British context, and it further explores the ambiguous relation the association had towards some of the ethical, social, and political implications of this new area of research.     

J.G.A. Pocock and the idea of the ‘Cambridge School’ in the history of political thought

This article offers a reinterpretation of the origins and character of the so-called ‘Cambridge School’ in the history of political thought by reconstructing the intellectual background to J.G.A. Pocock's 1962 essay ‘The History of Political Thought: A Methodological Enquiry’, typically regarded as the first statement of a ‘Cambridge’ approach. I argue that neither linguistic philosophy nor the celebrated work of Peter Laslett exerted a major influence on Pocock's work between 1948 and 1962. Instead, I emphasise the importance of Pocock's interest in the history of historiography and of his doctoral supervisor, Herbert Butterfield. By placing Pocock's intellectual development in these contexts, I suggest, the autonomy of diverse versions of the ‘Cambridge’ approach can more readily be perceived.