Book reviews

The Solitary Self: Jean‐Jacques Rousseau in Exil and Adversity. By Maurice Cranston (Chicago, IL: University of Chicago Press, 1997) xii + 247 pp. $29.95 cloth.

The Self‐Aware Image: An Insight into Early Modern Meta‐Painting. By Victor I. Stoichita (Cambridge: Cambridge University Press, 1997) xv + 345 pp. $85.00, £55.00 cloth.

The Cambridge Companion to Nietzsche. Edited by Bernd Magnus and Kathleen M. Higgins (Cambridge: Cambridge University Press, 1996) ix + 403 pp. $18.95, £13.95 paper, $59.95, £40.00 cloth.

David Hume: Political Essays. Edited by Knud Haakonssen, Cambridge Texts in the History of Political Thought (Cambridge: Cambridge University Press, 1994) lxvi + 346 pp. $49.95, £30.00 cloth, $15.95, £10.95 paper.

Sartre, Foucault, and Historical Reason. By Thomas R. Flynn (Chicago and London: The University of Chicago Press, 1997) 340 + xvi pages. $18.95 paper.

Shaping World History: Breakthroughs in Ecology, Technology, Science, and Politics. By Mary Kilbourne Matossian (Armonk, NY: M.E. Sharpe, 1997) 264 pp. $62.95 cloth, $22.95 paper.     

Stylistic Change as a Self-Organized Critical Phenomenon: An Archaeological Study in Complexity

Archaeologists can learn from models of evolution as a self-organized critical phenomenon. Self-organized critical systems are large, interactive systems that organize into a critical state where minor events can trigger chain reactions. Such systems demonstrate power-law distributions in the size of changes, or avalanches, that occur. The theory of self-organized criticality is important in that it implies that the evolution of complex systems may be driven more by interactions between agents than by external events or natural selection. Stylistic changes may be examples of avalanches of interconnected events. Evidence for self-organized criticality is shown for stylistic evolution in historical pottery styles from New York State and is used to evaluate the nature of a prehistoric pottery typology from the Southwest.     

The Precarity of Young People’s Housing Experiences in a Rural Context

Young people’s housing, economic and labour market circumstances have become increasingly insecure due to the combined effects of the 2007/2008 economic crisis, neoliberal welfare reforms, rising costs of higher education and the shortage of affordable housing. Discussions of young peoples’ experiences in these domains have largely neglected their spatial variability but evidence suggests that young people living in rural parts of the UK have distinctive experiences of housing, which are closely connected to labour markets and educational opportunities. By drawing on qualitative data from young people and housing professionals, this article explores some of these rural distinctions and frames them within theoretical debates about the ‘precariat’. It argues for a more theoretically informed and geographically nuanced understanding of contemporary housing issues as rural youth potentially face greater precarity than their urban peers.     

Sir Reader Bullard,Frank Roberts and the Azerbaijan crisis of 1945–46: Bevin’s officials,perceptions and the adoption of a Cold War mentality in British Soviet Policy

This article evaluates the influence of the Azerbaijan crisis of 1945–46 on evolving perceptions of the Soviet Union within the British Foreign Office. Utilising records from the National Archives and personal papers, it synthesises the history of the Azerbaijan crisis with studies of Britain’s changing Soviet policy, previously focused solely on the Northern Department and Moscow representative Frank Roberts. In so doing, the paper provides an original diplomatic history which argues that, although Europe remained the strategic priority for Foreign Secretary Ernest Bevin, Iranian developments were of greater significance in prompting a perceptual transition from cooperation to Cold War confrontation.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.