FROM BREXIT TO HEGEL

British idealism has led an ambiguous existence in any overview of British historical and political thought in the twentieth century. Seen partly as an alien Continental intrusion into presumably typical British priorities of empiricism, positivism, and utilitarianism, it was badly damaged by its putative associations with the military enemy of two world wars. Admir Skodo's meticulous study of British “idealist revisionists” during the postwar period 1945–1980 repairs this damage by showing the extended influence of that idealism as funneled through the “new idealism” of the interwar period represented mainly by the philosophers R. G. Collingwood and Michael Oakeshott. Skodo demonstrates how these idealist revisionists deeply influenced postwar British historiography by underscoring qualities of humanism, pluralism, and variety not characteristically associated with idealism, reinterpreted a range of important topics in British history from the Tudors through the English civil wars to the Victorian period, and came up with political theorizing that celebrated the postwar welfare state while indicating its vulnerabilities to an increasingly technologized society. Just as Skodo's protagonists negotiated the 1970s transition in Britain's turn to Europe, so his account proves stimulating for contemporary concerns regarding a post‐Brexit Britain. The final part of the essay therefore looks at some suggested models, such as the “Anglosphere” or a “Singapore in the Atlantic” for Britain, before concluding with reflections on the importance according to a Hegelian reading of the modern “rational state” of the continued influence of Oxbridge intellectuals on the evolution of British directions and goals since the Victorian age.     

“There are thousands who will claim to have been ‘out’ during Easter Week.”: recognising military service in the 1916 Easter Rising

ABSTRACT

Using recently released archives from the Military Service Pensions Collection (MSPC), this article assesses the archival evidence available for assessing how many rebels are recognised as having military service in the Easter Rising of 1916. It argues that while the MSPC contributes towards a more accurate estimation of the number who participated in the Rising, especially in the regions outside Dublin, it does not constitute a definitive figure for rebels active in Easter week. Through an examination of the assessment criteria for military service pensions, it shows how the decision to grant recognised pensionable service for the Rising was affected by geography, politics, legal challenges, the timing of an application, and the subjective assessment of individual assessors.     

Woman's Work in the Service of Empire: Lady Margaret Field (1905–94) from School Teacher to Governor's Wife

The presence of single and also of married British women in overseas colonies, especially those employed by or married to men in the Colonial Service in the later colonial period, has been the subject of scholarly enquiry. Their lives, roles and values and their distinctive contribution, if any, to the development of empire and of its ending have been debated. Their gendered roles were usually subordinate in a masculine culture of empire, and especially as wives they are commonly regarded as marginalised. The archived records left by Lady Margaret Field reveal her commitment as a single woman to a colonial mission and her sense of achievement as a school teacher and educational administrator, while also acknowledging the independence and career satisfactions she subsequently lost when she married a senior Colonial Service officer who rose to be a governor. But it is also apparent that, though incorporated and subordinate as a governor's wife to her husband's career, she was not marginalised to a separate sphere. As is evident from this case study, governors’ wives had important and demanding political duties, and such responsibilities need to be acknowledged.     

Doxographical or Philosophical History of Philosophy: On Michael Frede's Precepts for Writing the History of Philosophy

Summary

In a series of articles from the 1980s and 1990s, Michael Frede analysed the history of histories of philosophy written over the last three hundred years. According to Frede, modern scholars have degenerated into what he calls a ‘doxographical’ mode of writing the history of philosophy. Instead, he argued, these scholars should write what he called ‘philosophical’ history of philosophy, first established in the last decades of the seventeenth century but since abandoned. In the present article it is argued that Frede's reconstruction of the history of histories of philosophy is historically problematic.     

Reconnaissance Report on Geotechnical Engineering Aspect of the 2015 Gorkha,Nepal, Earthquake

An earthquake of moment magnitude M_w 7.8 struck Nepal at 06:11 UTC on April 25, 2015. Field reconnaissance focused on the geotechnical engineering aspect of the earthquake was carried out in the Kathmandu Valley and regions near the epicenter. This paper presents briefly the geology of Nepal, the accelerogram, and results of standard penetration tests at selected sites in the valley. The study shows the failure case histories including landslides, road embankment settlement, bridge foundations and abutment damage, and liquefaction. The paper also highlights the impact of local soil properties and basin and ridge effect on the severity of damage.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.     

Joyce Family Values: Treason,Nationality and the Case of ‘Lord Haw-Haw’s’ Irish Cousin

The conviction and execution of William Joyce (‘Lord Haw-Haw’) for treason to the British crown remains controversial to the present day. He was not, however, the only wartime traitor in the Joyce family. His first cousin, the Irish-born Sergeant Michael Joyce, RAF, also volunteered his services to the Nazis while a prisoner of war in Germany, and arguably compromised himself even more seriously than his more notorious relative. In contrast to the avidity with which William Joyce was pursued, however, Michael Joyce’s crimes — which came to light as the trial of ‘Lord Haw-Haw’ opened at the Old Bailey — were efficiently concealed by prosecutors. The difference in the treatment of the cases of the two Joyce cousins not only sheds new light on the determination of the British authorities to secure a conviction against ‘Lord Haw-Haw’ at all costs, but also reveals the ambiguity and instability of ‘Britishness’ at a moment when, paradoxically, patriotism and national self-confidence were at their twentieth-century zenith.     

Strategies for Teaching Maritime Archaeology in the Twenty First Century

Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.     

Teaching the Craft of Archaeology: Theory, Practice, and the Field School

Field schools are a rite of passage for archaeologists, the first experience of what for many is the defining activity of the discipline: fieldwork. While teaching competence in practical techniques is the minimum goal of any field school, this technical training must be situated within the broader goals that drive the fieldwork. The University of Denver Archaeological Field School provides the fieldwork for the Colorado Coal Field War Archaeological Project. This project is an experiment in archaeology as political action in the present. It explores the possibility of an emancipatory archaeology through engagement with contemporary audiences and struggles. In this paper we discuss some of the ways we try to link technical training with the admittedly unusual theoretical and political goals of the project, teaching not only skills but an awareness of the responsibilities these skills should bring.     

关于区位论发展的探讨

本文分析了西方区位理论的发展历程,论述了我国区位论的研究现状,并提出了区位论对完善地理学理论、拓宽实践领域的重要意义,以及区位论研究中存在的问题。