State and society in the English countryside: the rural community movement 1918-1939

This paper assesses the relationship between state and society in interwar rural England, focusing on the hitherto neglected role of the Rural Community Councils (RCCs). The rise of statutory social provision in the early twentieth century created new challenges and opportunities for voluntaryism, and the rural community movement was in part a response. The paper examines the early development of the movement, arguing that a crucial role was played by a close-knit group of academics and local government officials. While largely eschewing party politics, they shared a commitment to citizenship, democracy and the promotion of rural culture; many of them had been close associates of Sir Horace Plunkett. The RCCs engaged in a wide range of activities, including advisory work, adult education, local history, village hall provision, support for rural industries and an ambivalent engagement with parish councils. The paper concludes with an assessment of the achievements of the rural community movement, arguing that it was constrained by its financial dependence on voluntary contributions.

Queering Philip Roth: homosocial discourse in 'An actor’s life for me', 'Letting go', 'Sabbath’s theater' and the 'American trilogy'

Much has been written on Roth’s representation of masculinity, but this critical discourse has tended to be situated within a heteronormative frame of reference, perhaps because of Roth’s popular reputation as an aggressively heterosexual, libidinous, masculinist, in some versions sexist or even misogynist author. In this essay I argue that Roth’s representation of male sexuality is more complex, ambiguous, and ambivalent than has been generally recognized. Tracing a strong thread of what I call homosocial discourse running through Roth’s oeuvre, I suggest that the series of intimate relationships with other men that many of Roth’s protagonists form are conspicuously couched in this discourse and that a recognition of this ought to reconfigure our sense of the sexual politics of Roth’s career, demonstrating in particular that masculinity in his work is too fluid and dynamic to be accommodated by the conventional binaries of heterosexual and homosexual, feminized Jew and hyper-masculine Gentile, the “ordinary sexual man” and the transgressively desiring male subject.

Myth and Society: Functions, Uses, and Abuses of Myth in Society

In this work, I will discuss the integral role that myth has in society and then, after presenting several examples of this thesis, I will examine how the integral nature of myth lends itself to certain societal abuses. These abuses often result in unjust social constructs that eventually become attributed to the myth. I would like to proceed in defense of myth; that is, that these constructs are not to be attributed to the myths themselves, rather, society has taken myth and applied it to suit its purposes, ignoring the context in which the myths originated. Hopefully this will raise society's current attitudes toward myth to a level of respect, and will also help to clear myth of its reputation as the origin of injustice and domination.

The State, the community and society in social development

President Cardoso delivered this address at the First Regional Conference in Follow-up to the World Summit for Social Development, held in Sao Paulo from 6 to 9 April 1997. On that occasion President Cardoso reviewed the issues examined at the World Summit, with special emphasis on poverty and the search for an environmentally sound, democratic form of development that will lead to a greater degree of social equity. Within this context, he discussed the relationship between economic and social factors, devoting particular attention to State reform, education, competitiveness and job creation. He also outlined the situation in Brazil with regard to economic development, education and health services, the neeed for agrarian reform based on the principle of equity, and respect for human rights. In concluding his statement, he stressed the need to overcome the traditional division between community and society and between the public and private spheres. To that end, he called for a re-examination of ethical considerations, not as an empty discussion of morality but rather as an effective means of motivating action for change.

Science and Society: The Case of Acceptance of Newtonian Optics in the Eighteenth Century

The present paper presents a historical study on the acceptance of Newton's corpuscular theory of light in the early eighteenth century. Isaac Newton first published his famous book Opticks in 1704. After its publication, it became quite popular and was an almost mandatory presence in cultural life of Enlightenment societies. However, Newton's optics did not become popular only via his own words and hands, but also via public lectures and short books with scientific contents devoted to general public (including women) that emerged in the period as a sort of entertainment business. Lectures and writers stressed the inductivist approach to the study of nature and presented Newton's ideas about optics as they were consensual among natural philosophers in the period. The historical case study presented in this paper illustrates relevant aspects of nature of science, which can be explored by students of physics on undergraduate level or in physics teacher training programs.

The Power of Tragedy: An Eighteenth-Century Debate on Theater and its Relevance to Literature Pedagogy Today

This article brings to light a debate on tragic fiction in eighteenth-century France, and more specifically, on whether or not tragedy has the power to transform individuals intellectually and emotionally. Through analysis of abbé Dubos’s Reflexions critiques sur la poésie et sur la peinture and Jean-Jacques Rousseau’s Lettre à d’Alembert sur les spectacles, I contend that Dubos’s overwhelmingly positive conception of fiction—and especially his contention that we learn through the emotions when we engage with tragic fiction—can serve as an admirable pedagogical model for today’s fiction-focused foreign language classrooms.